T h e
G u l t u r a l S t u d i e s
R e a d e r
Edited by
S I M O N D U R I N G
EI
London and New York
6 stuart nau
E N C O D I N G i . D E C O D I N G
model has been criticized for its linearity - sender/message/receiver - for
its concentration on the level of message exchange and for the absence
of a structured conception of the different moments as a complex
structure of relations. But it is also possible (and useftrl) to ttrinl of this
process in terms of a structure produced and sustained tfuough the
articulation of linked but distinctive moments - productiory circulation,
distribution/consumption, reproduction. This would be to think of the
process as a 'complex structure in dominance', sustained tfuough the
articulation of conlected practices, each of which, however, retains its
distinctiveness and has its own specific modality, its own forms ald
conditions of existence.
The 'obiect' of these practices is meanings and messages in the form
of sign-vehicles of a specific icind organized, like any form of commurf-
cation or language, through the operation of codes within the syntag-
matic chain of a discourse. The apparatuses, relations and practices of
production thus issue, at a certain moment (the moment of ,productiorr,/
circulation') in the form of symbolic vehicles constituted within the rules
of 'language'. It is in this discursive form that the circulation of the
'product' takes place. The process thus requires, at the production end,
its material instruments - its 'means' - as well as its own sets of social
(production) relations - the organization and combination of practices
within media apparatuses. But it is in the discursizte form that the
circulation of the product takes place, as well as its distribution to
different audiences. Once accomplished, the discourse must then be
translated - transformed, again - into social practices if the circuit is to
be both completed and effective. If no 'meaning' is taken, there can be
no 'consumption'. If the meaning is not articulated in practice, it has no
effect. The value of this approach is that while each of the moments, in
articulation, is necessary to the circujt as a whole, no one moment can
fully guarantee the next moment with which it is articulated. Since each
has its specific modality and conditions of existence, each can constitute
its own break or interruption of the 'passage of forms' on whose conti-
nuity the flow of effective production (that is, 'reproductionl) depends.
Thus while in no way wanting to limit research to 'following only
those leads which emerge from content analysis', we must recognize
that the discursive form of the message has a privileged position in the
communicative exchange (from the viewpoint of circulation), and that
the moments of 'encoding' and 'decoding', though only 'relativeiy
autonomous' in relation to the communicative process as a whole, are
detnminnte moments. A 'raw' historical event cannot, in that form, be
Encoding, decod ...
1. Stuart Hall proposes analyzing communication as a complex structure of linked moments - production, circulation, distribution/consumption, and reproduction - rather than a linear sender-receiver model.
2. A key moment is the "encoding/decoding" of messages into and out of discursive forms using symbolic codes. Encoding and decoding may not be symmetrical, leading to misunderstandings.
3. Hall identifies three positions from which decoding may occur - dominant/hegemonic, negotiated, and oppositional - determined by the viewer's relationship to dominant codes and definitions.
the two models of the communication process PAUL ALEYOMI
The document discusses several models of the communication process, including the transaction model, cultural model, Westley and Maclean model, Schramm's interactive model, and the Osgood-Schramm model. It also proposes two emerging models: the multiculturalism model and Westley and Maclean communication model. The transaction model views communication as a process that generates social realities through social, cultural, and relational contexts. The cultural model sees communication as maintaining social order and shared reality. The emerging models further develop understanding of communication through incorporating environmental, cultural, and interpretive factors.
Exploratory theory network_society_castellsJulim Coelho
This document provides an overview of Manuel Castells' theory of the network society. It discusses several key transformations that characterize modern social structures, including: 1) The emergence of a new technological paradigm centered around information and communication technologies; 2) The rise of a new informational, globalized, and networked economy; 3) The reorganization of labor and employment around flexible networks. It argues that these changes indicate a shift to a new type of social structure - the network society - where social relationships and interactions are increasingly organized through decentralized networks rather than hierarchies.
The document discusses the concepts of history, culture, and institutions from the perspective of studying them. It argues that history is a cultural account of shared experiences, and that culture operates through similar processes as language, including physical and psychological relationships that are based on perception. Institutions are established customs, laws or relationships in a community or society that help establish, reinforce and limit behaviors. Understanding change over time through historical analysis can provide insights into how structures, systems and societies have changed in relation to their environments.
The document provides an introduction and syllabus for a course on media and communication. The syllabus outlines 5 units that will be covered: 1) media and everyday life, 2) communication and mass communication, 3) mass communication effects paradigms, 4) cultural effects and alternative paradigms, and 5) models of communication. It also includes a tutorial section that discusses media and everyday life in more detail, focusing on topics like the ordinariness of media in daily life, patterns of action and interpretation, and television's role in integrating experiences. Key media discussed include mobile phones, television, ring tones, Twitter, and the Internet.
Designed for 2nd year college students at ISEG school in Lyon, France, this course ( about 2 hours when delivered with examples) is a summary of major communication theories
Recognizing where “cultural differences are” is the first step toward understanding and respecting each other. http://www.slideshare.net/guest5efb65/different-culture-different-sign-perception
Someone has downloaded then upload my Presentation
This document discusses the concept of the "social" in social media. It argues that while social media platforms construct an idea of social interaction, their use can also mobilize people for political and social change, as seen in events like the Arab Spring and 2011 London Riots. The document reviews literature on the concept of the social, including work by Raymond Williams that traces the term's history and ambiguity. It proposes looking at social media through the lens of "social energy" to understand its role in political expression and mobilization of large groups.
1. Stuart Hall proposes analyzing communication as a complex structure of linked moments - production, circulation, distribution/consumption, and reproduction - rather than a linear sender-receiver model.
2. A key moment is the "encoding/decoding" of messages into and out of discursive forms using symbolic codes. Encoding and decoding may not be symmetrical, leading to misunderstandings.
3. Hall identifies three positions from which decoding may occur - dominant/hegemonic, negotiated, and oppositional - determined by the viewer's relationship to dominant codes and definitions.
the two models of the communication process PAUL ALEYOMI
The document discusses several models of the communication process, including the transaction model, cultural model, Westley and Maclean model, Schramm's interactive model, and the Osgood-Schramm model. It also proposes two emerging models: the multiculturalism model and Westley and Maclean communication model. The transaction model views communication as a process that generates social realities through social, cultural, and relational contexts. The cultural model sees communication as maintaining social order and shared reality. The emerging models further develop understanding of communication through incorporating environmental, cultural, and interpretive factors.
Exploratory theory network_society_castellsJulim Coelho
This document provides an overview of Manuel Castells' theory of the network society. It discusses several key transformations that characterize modern social structures, including: 1) The emergence of a new technological paradigm centered around information and communication technologies; 2) The rise of a new informational, globalized, and networked economy; 3) The reorganization of labor and employment around flexible networks. It argues that these changes indicate a shift to a new type of social structure - the network society - where social relationships and interactions are increasingly organized through decentralized networks rather than hierarchies.
The document discusses the concepts of history, culture, and institutions from the perspective of studying them. It argues that history is a cultural account of shared experiences, and that culture operates through similar processes as language, including physical and psychological relationships that are based on perception. Institutions are established customs, laws or relationships in a community or society that help establish, reinforce and limit behaviors. Understanding change over time through historical analysis can provide insights into how structures, systems and societies have changed in relation to their environments.
The document provides an introduction and syllabus for a course on media and communication. The syllabus outlines 5 units that will be covered: 1) media and everyday life, 2) communication and mass communication, 3) mass communication effects paradigms, 4) cultural effects and alternative paradigms, and 5) models of communication. It also includes a tutorial section that discusses media and everyday life in more detail, focusing on topics like the ordinariness of media in daily life, patterns of action and interpretation, and television's role in integrating experiences. Key media discussed include mobile phones, television, ring tones, Twitter, and the Internet.
Designed for 2nd year college students at ISEG school in Lyon, France, this course ( about 2 hours when delivered with examples) is a summary of major communication theories
Recognizing where “cultural differences are” is the first step toward understanding and respecting each other. http://www.slideshare.net/guest5efb65/different-culture-different-sign-perception
Someone has downloaded then upload my Presentation
This document discusses the concept of the "social" in social media. It argues that while social media platforms construct an idea of social interaction, their use can also mobilize people for political and social change, as seen in events like the Arab Spring and 2011 London Riots. The document reviews literature on the concept of the social, including work by Raymond Williams that traces the term's history and ambiguity. It proposes looking at social media through the lens of "social energy" to understand its role in political expression and mobilization of large groups.
Rethinking Media and Cultural Studies: A Journey through Paradigms and TurnsYiğit Kalafatoğlu
Considering the last century, we see that experts and scholars from various fields such as communication, philosophy, history, sociology, and psychology are interested on media and communication studies. Several movements like positivism, interpretivism, interactionism, Marxism and neo-Marxism has shaped the way scholars pointed out their theories.
1. The document discusses several classic models of communication, beginning with Aristotle's model which identifies the speaker, speech, and audience as key elements.
2. It then examines Lasswell's model from 1948 which conceptualizes communication as involving a sender saying a message through a channel to a receiver with a particular effect.
3. Both models view communication as a linear process moving from the source to the receiver, though Aristotle's focuses more on public speaking while Lasswell's considers mass communication and effects.
The Socio Cultural Evolution Of Our Species CopiaTony Valderrama
The document discusses the socio-cultural evolution of human societies and civilizations. It defines key concepts like culture, social structure, and socio-cultural evolution. Socio-cultural evolution differs from biological evolution in that humans can pass cultural achievements to future generations, similar to Lamarckian inheritance. While humans evolved biologically for hundreds of thousands of years, socio-cultural evolution only began around 10,000 years ago as societies became more complex. The relationship between roles that maintain traditions and roles that enable creativity is an important factor influencing a society's evolutionary potential. Mathematical models explore how socio-cultural evolution occurs through the interactions of social actors occupying different roles.
This document provides an overview of the first unit of a critical literacy course. It introduces communication as a dynamic social process through which humans negotiate meaning, interpretation, and identity. Some key aspects covered include:
- Humans are inherently social and communicate to form relationships.
- Communication involves encoding and decoding messages based on shared codes and cultural contexts.
- Models can help analyze communication, but are limited and do not capture the full dynamic process.
- Identity is shaped through interactions with others and group memberships.
- The course will examine different communication codes and what it means to be literate in understanding various codes.
Erving Goffman (1922–1982) developed a dramaturgical theory of.docxYASHU40
Erving Goffman (1922–1982) developed a dramaturgical theory of the self and society
inspired by Mead’s basic conception of social interaction. In the selection below,
excerpted from the book The Presentation of Self in Everyday Life, Goffman presents a
theory that likens social interaction to the theater. Individuals can be seen as performers,
audience members, and outsiders that operate within particular “stages” or social spaces.
Goffman suggests that how we present our selves to others is aimed toward “impression
management,” which is a conscious decision on the part of the individual to reveal certain
aspects of the self and to conceal others, as actors do when performing on stage.
THE PRESENTATION OF SELF IN EVERYDAY LIFE
Erving Goffman
The Framework
A social establishment is any place surrounded by fixed barriers to perception in which a
particular kind of activity regularly takes place. I have suggested that any social establishment may
be studied profitably from the point of view of impression management. Within the walls of a social
establishment we find a team of performers who cooperate to present to an audience a given
definition of the situation. This will include the conception of own team and of audience and
assumptions concerning the ethos that is to be maintained by rules of politeness and decorum. We
often find a division into back region, where the performance of a routine is prepared, and front
region, where the performance is presented. Access to these regions is controlled in order to prevent
the audience from seeing backstage and to prevent outsiders from coming into a performance that is
not addressed to them. Among members of the team we find that familiarity prevails, solidarity is
likely to develop, and that secrets that could give the show away are shared and kept. A tacit
agreement is maintained between performers and audience to act as if a given degree of opposition
and of accord existed between them. Typically, but not always, agreement is stressed and
opposition is underplayed. The resulting working consensus tends to be contradicted by the attitude
toward the audience which the performers express in the absence of the audience and by carefully
controlled communication out of character conveyed by the performers while the audience is
present. We find that discrepant roles develop: some of the individuals who are apparently
teammates, or audience, or outsiders acquire information about the performance and relations to the
team which are not apparent and which complicate the problem of putting on a show. Sometimes
disruptions occur through unmeant gestures, faux pas, and scenes, thus discrediting or contradicting
the definition of the situation that is being maintained. The mythology of the team will dwell upon
these disruptive events. We find that performers, audience, and outsiders all utilize techniques for
saving the show, whether by avoiding likely disruptions or by corr ...
The document discusses two models of communication - the transmission view and the ritual view. The transmission view sees communication as the process of transmitting messages to produce effects or change in individuals. The ritual view sees communication as a process of creating and sharing meanings to draw people together and affirm social values. James Carey's work discusses how communication, through symbolic forms like language, rituals, and culture, works to produce, maintain and transform shared social reality and meanings.
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
“Decolonization” of Fundamental Assumptions
Propelling Conception of Relationship Between
Mass Communication and Cultural Domination
Humphrey A. Regis
One critical turn in the history of paradigms that guide the study of the relationships between
(mass) communication and development involved the juxtaposition of an existing conception of
development that sprang from interpretations of history from the more powerful societies with
another conception that sprang from interpretations of history from the less powerful societies.
One critical turn in paradigms for the study of the relationships between (mass) communication
and cultural domination may involve the juxtaposition of the current conception of the cultural
domination that has sprung from interpretations of history from the more powerful societies
with a conception that springs from interpretations of history from the less powerful societies.
The “more-powerful-societies-centered” paradigm conceives of the domination as the outcome
of a process or condition that involves the role of (mass) communication in the importation into
the less powerful and/or exportation from the more powerful of the output of the culture of the
more powerful. The less-powerful-societies-centered paradigm conceives of the domination as
the outcome of the role of (mass) communication in the re-importation by the less powerful or
re-exportation by the more powerful of modifications the more powerful make in the output of
the culture of the less powerful. This second paradigm spawns a bountiful arena for the study of
the relationships between the (mass) communication and the domination – especially between
the (mass) communication and what some call the reggae music “revolution” of the late 1900s.
For the elaboration of each shift, the root is the definition of its core concepts, the elaboration of
the associated human conditions and/or processes, and the further elaboration of the role and
significance of (mass) communication as correlate of, transmitter of, and promoter of change in,
human systems. Thus this manuscript includes a conception of such critical ideas as culture and
cultural change, as well as the criteria for consideration in the characterization of the change. It
applies the conception of cultural change in the older conception of development and the older
conception of cultural domination, and states relationships between mass communication and
conditions and processes that spring from the conceptions. It applies the conception of cultural
change in the later conception of development and proposed conception of cultural domination,
and describes relationships between mass communication and processes that spring from the
conceptions. It applies its ideas in the study of the relationships between mass communication
and the “cultural change" that was the “reggae revolution” of the latter half of the last century,
and argues that between the old and the new co ...
This document discusses message development strategies in public relations. It provides definitions of public relations from various sources that emphasize strategic communication and establishing goodwill between an organization and its publics. The document also outlines the key elements of the communication process for effective message development. These include the sender-receiver, the message itself, and the communication channel. Understanding these elements and how they interact is important for public relations practitioners to maximize the impact of their communication and become effective communicators.
The document provides an overview of integral theory and its key concepts, including the quadrants. Integral theory takes a comprehensive, holistic approach by considering multiple perspectives on any situation or event. It views reality through four "quadrants" or dimensions of experience - the individual interior (subjective experiences), individual exterior (objective behaviors), collective interior (intersubjective cultures and meanings), and collective exterior (social systems and institutions). Understanding an issue requires examining it through all four quadrants to get a full, integral picture. Different techniques are used to experience and understand each quadrant.
This document is a senior thesis submitted by Erin Dalton at the University of North Carolina Asheville in partial fulfillment of the requirements for a Bachelor of Mass Communication degree. The thesis is titled "Dialog of Communication: A Study of Mass Media and Effects". The introduction provides an overview of the roles of the viewer, communicator, and artist in the circulation of communication and defines some key terms. It notes that modern media has expanded dialog to a larger scale and more platforms. The roles of these three groups - viewer, communicator, artist - in the process of communication are then explored in more depth over the course of the paper.
Different Culture - Different sign perceptionguest5efb65
This document discusses how culture shapes our perception and interpretation of signs. It explains that one's culture provides the "lens" through which we view the world and the "logic" by which we make sense of it. Signs take on meaning based on the cultural codes and conventions of a society. Different cultures may assign different meanings to the same sign or symbol. Understanding the codes and deeper philosophies of other cultures can help overcome miscommunication that arises from cultural differences in interpretation.
This document discusses key concepts in communication including definitions of communication, models of the communication process, and functions of communication. It defines communication as the sending and receiving of verbal and nonverbal messages and outlines several classic models of communication including transmission models by Lasswell and Schramm that view communication as a linear process, and a ritual model by Carey that sees communication as maintaining social relationships. The document also lists common functions of communication like surveillance, interpretation, socialization, and entertainment.
The document discusses Gerard Goggin's "circuit of culture" approach for understanding cell phone culture. It proposes that culture constitutes the social world and is necessary for understanding social practices. The production of social meaning is a precondition for how social practices work. Cultural analysis is crucial for sociological knowledge. The document also discusses Stuart Hall's theory of articulation and how cultural forms and practices are appropriated by social classes.
The document discusses Gerard Goggin's "circuit of culture" approach for understanding cell phone culture. It proposes that culture constitutes the social world and is necessary for understanding social practices. The production of social meaning is a precondition for how social practices work. Cultural analysis is crucial for sociological knowledge. The document also discusses Stuart Hall's views on the articulation of cultural forms and appropriation by social classes.
This document discusses the concept of "new media" and analyzes what makes media technologies new. It addresses several key topics:
1) It examines different understandings of what makes something new, as newness is not simply about arriving later in time. It involves theories of history and progress.
2) It notes that new media both break with the past but also recall older practices, as there is continuity alongside change.
3) It explores how new media are often positioned in contrast to "old media" through implicit critiques, but the boundaries are blurred.
4) It analyzes the "technological imaginary" where new technologies are invested with hopes and expectations for transformation, raising debates around whether
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
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Considering the last century, we see that experts and scholars from various fields such as communication, philosophy, history, sociology, and psychology are interested on media and communication studies. Several movements like positivism, interpretivism, interactionism, Marxism and neo-Marxism has shaped the way scholars pointed out their theories.
1. The document discusses several classic models of communication, beginning with Aristotle's model which identifies the speaker, speech, and audience as key elements.
2. It then examines Lasswell's model from 1948 which conceptualizes communication as involving a sender saying a message through a channel to a receiver with a particular effect.
3. Both models view communication as a linear process moving from the source to the receiver, though Aristotle's focuses more on public speaking while Lasswell's considers mass communication and effects.
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The document discusses the socio-cultural evolution of human societies and civilizations. It defines key concepts like culture, social structure, and socio-cultural evolution. Socio-cultural evolution differs from biological evolution in that humans can pass cultural achievements to future generations, similar to Lamarckian inheritance. While humans evolved biologically for hundreds of thousands of years, socio-cultural evolution only began around 10,000 years ago as societies became more complex. The relationship between roles that maintain traditions and roles that enable creativity is an important factor influencing a society's evolutionary potential. Mathematical models explore how socio-cultural evolution occurs through the interactions of social actors occupying different roles.
This document provides an overview of the first unit of a critical literacy course. It introduces communication as a dynamic social process through which humans negotiate meaning, interpretation, and identity. Some key aspects covered include:
- Humans are inherently social and communicate to form relationships.
- Communication involves encoding and decoding messages based on shared codes and cultural contexts.
- Models can help analyze communication, but are limited and do not capture the full dynamic process.
- Identity is shaped through interactions with others and group memberships.
- The course will examine different communication codes and what it means to be literate in understanding various codes.
Erving Goffman (1922–1982) developed a dramaturgical theory of.docxYASHU40
Erving Goffman (1922–1982) developed a dramaturgical theory of the self and society
inspired by Mead’s basic conception of social interaction. In the selection below,
excerpted from the book The Presentation of Self in Everyday Life, Goffman presents a
theory that likens social interaction to the theater. Individuals can be seen as performers,
audience members, and outsiders that operate within particular “stages” or social spaces.
Goffman suggests that how we present our selves to others is aimed toward “impression
management,” which is a conscious decision on the part of the individual to reveal certain
aspects of the self and to conceal others, as actors do when performing on stage.
THE PRESENTATION OF SELF IN EVERYDAY LIFE
Erving Goffman
The Framework
A social establishment is any place surrounded by fixed barriers to perception in which a
particular kind of activity regularly takes place. I have suggested that any social establishment may
be studied profitably from the point of view of impression management. Within the walls of a social
establishment we find a team of performers who cooperate to present to an audience a given
definition of the situation. This will include the conception of own team and of audience and
assumptions concerning the ethos that is to be maintained by rules of politeness and decorum. We
often find a division into back region, where the performance of a routine is prepared, and front
region, where the performance is presented. Access to these regions is controlled in order to prevent
the audience from seeing backstage and to prevent outsiders from coming into a performance that is
not addressed to them. Among members of the team we find that familiarity prevails, solidarity is
likely to develop, and that secrets that could give the show away are shared and kept. A tacit
agreement is maintained between performers and audience to act as if a given degree of opposition
and of accord existed between them. Typically, but not always, agreement is stressed and
opposition is underplayed. The resulting working consensus tends to be contradicted by the attitude
toward the audience which the performers express in the absence of the audience and by carefully
controlled communication out of character conveyed by the performers while the audience is
present. We find that discrepant roles develop: some of the individuals who are apparently
teammates, or audience, or outsiders acquire information about the performance and relations to the
team which are not apparent and which complicate the problem of putting on a show. Sometimes
disruptions occur through unmeant gestures, faux pas, and scenes, thus discrediting or contradicting
the definition of the situation that is being maintained. The mythology of the team will dwell upon
these disruptive events. We find that performers, audience, and outsiders all utilize techniques for
saving the show, whether by avoiding likely disruptions or by corr ...
The document discusses two models of communication - the transmission view and the ritual view. The transmission view sees communication as the process of transmitting messages to produce effects or change in individuals. The ritual view sees communication as a process of creating and sharing meanings to draw people together and affirm social values. James Carey's work discusses how communication, through symbolic forms like language, rituals, and culture, works to produce, maintain and transform shared social reality and meanings.
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
“Decolonization” of Fundamental Assumptions
Propelling Conception of Relationship Between
Mass Communication and Cultural Domination
Humphrey A. Regis
One critical turn in the history of paradigms that guide the study of the relationships between
(mass) communication and development involved the juxtaposition of an existing conception of
development that sprang from interpretations of history from the more powerful societies with
another conception that sprang from interpretations of history from the less powerful societies.
One critical turn in paradigms for the study of the relationships between (mass) communication
and cultural domination may involve the juxtaposition of the current conception of the cultural
domination that has sprung from interpretations of history from the more powerful societies
with a conception that springs from interpretations of history from the less powerful societies.
The “more-powerful-societies-centered” paradigm conceives of the domination as the outcome
of a process or condition that involves the role of (mass) communication in the importation into
the less powerful and/or exportation from the more powerful of the output of the culture of the
more powerful. The less-powerful-societies-centered paradigm conceives of the domination as
the outcome of the role of (mass) communication in the re-importation by the less powerful or
re-exportation by the more powerful of modifications the more powerful make in the output of
the culture of the less powerful. This second paradigm spawns a bountiful arena for the study of
the relationships between the (mass) communication and the domination – especially between
the (mass) communication and what some call the reggae music “revolution” of the late 1900s.
For the elaboration of each shift, the root is the definition of its core concepts, the elaboration of
the associated human conditions and/or processes, and the further elaboration of the role and
significance of (mass) communication as correlate of, transmitter of, and promoter of change in,
human systems. Thus this manuscript includes a conception of such critical ideas as culture and
cultural change, as well as the criteria for consideration in the characterization of the change. It
applies the conception of cultural change in the older conception of development and the older
conception of cultural domination, and states relationships between mass communication and
conditions and processes that spring from the conceptions. It applies the conception of cultural
change in the later conception of development and proposed conception of cultural domination,
and describes relationships between mass communication and processes that spring from the
conceptions. It applies its ideas in the study of the relationships between mass communication
and the “cultural change" that was the “reggae revolution” of the latter half of the last century,
and argues that between the old and the new co ...
This document discusses message development strategies in public relations. It provides definitions of public relations from various sources that emphasize strategic communication and establishing goodwill between an organization and its publics. The document also outlines the key elements of the communication process for effective message development. These include the sender-receiver, the message itself, and the communication channel. Understanding these elements and how they interact is important for public relations practitioners to maximize the impact of their communication and become effective communicators.
The document provides an overview of integral theory and its key concepts, including the quadrants. Integral theory takes a comprehensive, holistic approach by considering multiple perspectives on any situation or event. It views reality through four "quadrants" or dimensions of experience - the individual interior (subjective experiences), individual exterior (objective behaviors), collective interior (intersubjective cultures and meanings), and collective exterior (social systems and institutions). Understanding an issue requires examining it through all four quadrants to get a full, integral picture. Different techniques are used to experience and understand each quadrant.
This document is a senior thesis submitted by Erin Dalton at the University of North Carolina Asheville in partial fulfillment of the requirements for a Bachelor of Mass Communication degree. The thesis is titled "Dialog of Communication: A Study of Mass Media and Effects". The introduction provides an overview of the roles of the viewer, communicator, and artist in the circulation of communication and defines some key terms. It notes that modern media has expanded dialog to a larger scale and more platforms. The roles of these three groups - viewer, communicator, artist - in the process of communication are then explored in more depth over the course of the paper.
Different Culture - Different sign perceptionguest5efb65
This document discusses how culture shapes our perception and interpretation of signs. It explains that one's culture provides the "lens" through which we view the world and the "logic" by which we make sense of it. Signs take on meaning based on the cultural codes and conventions of a society. Different cultures may assign different meanings to the same sign or symbol. Understanding the codes and deeper philosophies of other cultures can help overcome miscommunication that arises from cultural differences in interpretation.
This document discusses key concepts in communication including definitions of communication, models of the communication process, and functions of communication. It defines communication as the sending and receiving of verbal and nonverbal messages and outlines several classic models of communication including transmission models by Lasswell and Schramm that view communication as a linear process, and a ritual model by Carey that sees communication as maintaining social relationships. The document also lists common functions of communication like surveillance, interpretation, socialization, and entertainment.
The document discusses Gerard Goggin's "circuit of culture" approach for understanding cell phone culture. It proposes that culture constitutes the social world and is necessary for understanding social practices. The production of social meaning is a precondition for how social practices work. Cultural analysis is crucial for sociological knowledge. The document also discusses Stuart Hall's theory of articulation and how cultural forms and practices are appropriated by social classes.
The document discusses Gerard Goggin's "circuit of culture" approach for understanding cell phone culture. It proposes that culture constitutes the social world and is necessary for understanding social practices. The production of social meaning is a precondition for how social practices work. Cultural analysis is crucial for sociological knowledge. The document also discusses Stuart Hall's views on the articulation of cultural forms and appropriation by social classes.
This document discusses the concept of "new media" and analyzes what makes media technologies new. It addresses several key topics:
1) It examines different understandings of what makes something new, as newness is not simply about arriving later in time. It involves theories of history and progress.
2) It notes that new media both break with the past but also recall older practices, as there is continuity alongside change.
3) It explores how new media are often positioned in contrast to "old media" through implicit critiques, but the boundaries are blurred.
4) It analyzes the "technological imaginary" where new technologies are invested with hopes and expectations for transformation, raising debates around whether
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Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
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Multicultural Event WrittenPlease choose and research a cult.docxssuserf9c51d
Multicultural Event Written
Please choose and research a cultural or diverse event that you are not familiar with. Examples can include a ritual, holiday, religious custom, cultural practice, cultural celebrations, etc. While these are a few suggestions please think outside the box and find something that interest you.You will write a 2 - 3 page paper, APA format (this does not include the cover or reference page). It will consist of :
the introduction of the cultural/diverse event
describe the event (be sure to provide enough detail so that the reader can understand it)
What is unique/different of the event from your culture or custom?
What is the frequency of the event?
What is the importance of the event?
What did you learn about the cultural/diverse event that you did not know?
Are there any similarities to you and your families events?
provide a conclusion.
Please be sure to use reputable resources to complete the assignment. You should have a minimum of 4 sources .
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Multi-Party NegotiationFor this Essay, you will explore the co.docxssuserf9c51d
Multi-Party Negotiation
For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
Your essay must be a minimum of three pages in length, not including the title page and reference page. Reference source for your paper. Follow proper APA format, including citing and referencing all outside sources used
.
Music has long been used by movements seeking social change. In the.docxssuserf9c51d
Music has long been used by movements seeking social change. In the 1950s and '60s, this was particularly true, as successful black and white musicians openly addressed the issues of the day. During the '60s, popular white singers, such as Bob Dylan and Joan Baez, lent both their names and their musical talents to the American Civil Rights Movement. In fact, music long assisted those working to win civil rights for African Americans. Freedom songs, often adapted from the music of the black church, played an essential role in bolstering courage, inspiring participation, and fostering a sense of community.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes section is your narrative for the presentation. Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a LinkedIn Learning account (complimentary for Post students), refer to the Course Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at least three (3) scholarly sources. One of these sources may be your textbook.
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MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Multimedia Instructional MaterialsStaying current on technolog.docxssuserf9c51d
Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool:
· App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost.
· Age level or academic level for which the technology is appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the app/technology tool.
Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover.
2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total.
4. Include illustrations and project documents. Analytical sketches a.
Murray Bowen is one of the most respected family theorists in th.docxssuserf9c51d
- Murray Bowen is considered one of the most influential family therapists. He viewed the family as a complex emotional unit and believed it was important to understand interactions between family members to address problems.
- The case history describes the Petrakis family and issues that arose when the son Alec moved in to care for his grandmother, including theft and drug use. This caused stress for the mother Helen.
- Bowen's family systems theory and concepts of differentiation of self and triangles would provide different perspectives for analyzing this family's dynamics compared to other models like structural family therapy.
Mrs. Thomas is a 54, year old African American widow, mother and gra.docxssuserf9c51d
Mrs. Thomas is a 54, year old African American widow, mother and grandmother, who lives with her daughter and four grandchildren (ages 12, 10, 7 and 5) in a 4 story walk up apartment. She is an active member of her church community and friends, comments that she had so much energy that she exhausted all of them just being around her. At age 51, she was diagnosed with non-Hodgkin’s lymphoma. Busy with raising her grandchildren, a little more than 3 years went by before she sought attention for her symptoms and was diagnosed. Despite aggressive treatments with chemotherapy and radiation, her diseased progressed and she was considering undergoing a bone marrow transplant. Climbing the stairs to the apartment one afternoon she became very short of breath and collapsed. Her twelve, year old granddaughter called 911. At the hospital she was minimally responsive and in severe respiratory distress. She was intubated and transferred to the ICU. A family meeting with the oncology and ICU team was called to discuss Mrs. Thomas’s advanced condition, the fact that she would probably not survive further treatment for the lymphoma and to develop a plan of care. Fifteen family members arrived, including her daughter, pre-teen granddaughters and grandson, three nieces, four nephews, several friends from her church and the minister. On being asked that only the immediate family participate in the meeting, the family and friends became angry and insisted that all of them be involved in this discussion.
1. The students should focus their thoughts on the dynamics of this family meeting. If you were the nurse in this situation, how would you address meeting? Here are some questions that may help your thinking. W
hat is your impression regarding this scenario? What are some concerns you have with this case? What do you anticipate would happen? How would you handle all the family members and friends wanting to be included in the discussion? There is not right or wrong answer. But remember you need a professional journal to support the discussion.
2. Now think about you being the patient. How would the situation be handle within your family? Have you thought about what kind of care you would want? Does someone know what you would want if you had a catastrophic event? Would family members support the decision maker's decision for for you?
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Multiple Source Essay, Speculating about CausesProposing a Solution.docxssuserf9c51d
Multiple Source Essay, Speculating about Causes/Proposing a
Solution
.
Topic: Women Mistreatment and Inequality in the US.
7 PAGES INCLUDING (
REFERENCE, ABSTRACT, TITLE PAGE
) - SO BASICALLY 4 PAGES
CONTENT.
4 pages content includes:
Specific thesis with your three causes that explains why you are arguing for something
Cause 1 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 2 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 3 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Conclusion
Minimum of 4 sources. I provided 4 sources but you can use other RECENT sources.
IN ATTACHMENTS: ASSIGNMENT SHEET + SOURCES AND TIPS.
MUST BE DONE TOMORROW BY 11 PM PACIFIC TIME (in 23 hours)
.
Multiyear Plans Please respond to the followingDo you.docxssuserf9c51d
"Multiyear Plans"
Please respond to the following:
Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, how should the elderly fund retirement and medical costs? Provide research support for your positions.
.
Multinational Financial Management
Determine key reasons why a multinational corporation might decide to borrow in a country such as Brazil, where interest rates are high, rather than in a country like Switzerland, where interest rates are low. Provide support for your rationale.
.
Murder CasePreambleAn organization system administrator .docxssuserf9c51d
Murder Case
Preamble
An organization system administrator was labeled as the key suspect in a homicide case. The accused claimed that he was at work at the time of the murder.
Police Intervention
The police asked his employer to help them verify his alibi. Unpredictably, the same organization, occasionally trained law enforcement personnel to investigate computer crimes and was eager to help in the investigation.
Collaborative Strength:
The organization worked with police to assemble an investigative team, seized the suspect computers in his office and residence, and backup tapes on a file server managed by his employer. All of these evidence were stored in a room to where only members of the team had access.
Harsh Situation
At the initial stages, the operation appeared reasonably well documented, but the reconstruction process was a disaster. The investigators made so many omissions and mistakes that one computer expert when reading the investigator's logs, suggested that the fundamental mistake was that the investigators locked all of the smart people out of the room. The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up.
As a result of the investigators' omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Lesson Learned
The case amplifies forensic investigators' requirements to obtain fundamental knowledge of computers, compatible operating systems, and application software programs.
Forewarning forensic investigators to seek the assistance of the system administrator during the criminal investigation.
Scenario
You have been retained as a Deputy Technology officer at the University and charged with the responsibility of developing an Acceptable User Policy for the department of computer science based on this murder case.
Question 1
Use the AUP to amplify the advantages and disadvantages of investigators' quarterly training on most currently used operating systems such as Microsoft Windows, Macintosh, UNIX, Linux, Sun System, and more.
Scenario 2
The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up. As a result of such omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Question 2 "Investigators allowed the Murderer to.
Multimodal Personal Narrative – Develop a multimodal document to bot.docxssuserf9c51d
Multimodal Personal Narrative – Develop a multimodal document to both visually illustrate and verbally express a personal transformation.
Use a one-page newspaper or single-panel brochure format to present a personal narration of a transformation of your choice from a point in your childhood to today. You might discuss a career aspiration you had as a child, transition to the job you held as a teenager, and lastly, explain the profession you maintain today. Use connecting ideas to ensure you have a cohesive essay, which will ultimately (in the conclusion) explain what you learned from this transformation. For example, how and why did you go from point A (job 1) to point B (job 2) and then on to point C (job 3)? Or, you might consider illustrating a transformation based on a way of life or philosophy.
Implement three photos to represent your ideas, feelings, etc., at the three focal points in your life. You may use personal photos, clip art, or other images, but be sure you use and/or attribute them appropriately. For example, you are free to use your personal photos as you’d like, but make sure to choose clip art or other images that you either have permission to use freely or that you cite adequately. Equally consider your document’s layout, such as text sizes, photo placement (near the related essay text), and colors, in addition to how you present your content, to include thesis, support, and organization.
Sample thesis statement:
Growing up in Sedona, Arizona, I was constantly looking up into the clear night sky, viewing multiple constellations and shimmering stars, which had me yearning to reach them—literally—so when I turned 16, I began working as a camp counselor at a space camp, which ultimately led to a career at NASA; my journey taught me that if I reached for the stars, nothing could stop me.
Length:
This assignment should be at least 500 words.
Underline your thesis statement.
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Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docxssuserf9c51d
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multimedia activity Business OrganizationVisit the Choose Your .docxssuserf9c51d
Multimedia activity: Business Organization
Visit the Choose Your Business Structure (Links to an external site.) section of the U.S. Small Business Administration’s website.
If you were to start your own business, which business entity structure would you choose? Justify why your chosen structure is the best organizational form.
Explain the following business structures: sole proprietorship, partnership, LLC, and a corporation. In your analysis address the following for each business structure:
Steps to form
Personal liability for owners
Taxation
Advantages and disadvantages
Your paper must be three to five pages (excluding title and reference pages), and it must be formatted according to APA style as outlined in the Writing Center. You must cite at least two scholarly sources in addition to the course textbook. Cite your sources in-text and on the reference page.
.
Multicultural PerspectiveToday’s classrooms are diverse and .docxssuserf9c51d
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative (Links to an external site.)
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an
example
of this week's assignment.
You have several options in completing this task:
Write a three-four page paper (does not include a title page or reference page).
Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center (Links to an external site.)
, and be sure to include a title page or slide as well as reference page or slide.
.
Muhammad Ali, how did his refusal to go into the army affect his.docxssuserf9c51d
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
MS 113 Some key concepts that you need to know to navigate th.docxssuserf9c51d
MS 113: Some key concepts that you need to know to navigate through
the key reading – I will keep updating these
1.democracy
2.citizenship
3.public sphere
5. Nation and nationalism, nation-state, government, sovereignty
4. oligarchy (polyarchy, plutocracy, aristocracy and so on)
4.capitalism
5.liberalism, neoliberalism
6.civic republicanism
7.socialism
8.authoritarianism
9.populism
10. fascism
11. Marxism -ideological, hegemonic, discursive
12.globalization
13.transnational media spheres
14. consumerism, neoliberal consumer democracy
15. social movements
16. identity politics
17. recognition and redistribution debate
18. political power
19. the notion of common good
20. the digital divide
21: digital public sphere
22. communitarianism
23. social construction of culture
24. poststructuralism
25. postmodern
26. modernity
27. civil society
28. civil disobedience
29. civic engagement
30. structure and agency
31. pluralism and multiracialism, multiculturalism
A NEW FRONTIER
SOCIAL MEDIA / NETWORKS
DISINFORMATION AND
PUBLIC INTERNATIONAL LAW
IN THE CONTEXT OF
ELECTION
OBSERVATION
by Michael Meyer-Resende
Democracy Reporting International (DRI) operates on the conviction that democratic,
participatory governance is a human right and governments should be accountable to
their citizens. DRI supports democratic governance around the world with a focus on
institutions of democracy, such as constitutions, elections, parliaments and rules of
democracy grounded in international law. Through careful assessments based on field
research with partners, DRI convenes diverse stakeholders to promote policies that
strengthen democratic institutions. A non-profit company, DRI is based in Berlin and has
offices in Tunisia, Lebanon, Ukraine, Pakistan, Sri Lanka and Myanmar.
Michael Meyer-Resende is a lawyer with twenty years of experience in political
transitions and democratisation. Works in Europe, the Middle East, Africa and Asia. His
professional experience includes two years legal practice in Berlin, four years with the
Office for Democratic Institutions and Human Rights (ODIHR) of the OSCE (Warsaw),
three years with the election team of the European Commission in Brussels and
journalistic experience with the BBC. In 2006 he co-founded DRI and serves as Executive
Director since then. He publishes it regularly in newspapers like The New York Times,
The Guardian, Politico, Frankfurter Allgemeine Zeitung and think tank publications.
This publication was produced with the financial support of the European Union.
Its contents are the sole responsibility of Michael Meyer-Resende and do not necessarily
reflect the views of the European Union.
Graphic and layout design: Giorgio Grasso for Democracy Essentials
Cover photo: Ezequiel Scagnetti
Interior photos: Victor Idrogo (pp. 3, 6-7, 17); Ezequiel Scagnetti (p. 22)
CREDITS
3
TABLE OF
CONTENTS
I. SUMMARY
II. BACKGROUND
III. INTERNATIONAL LAW
AND NATIONAL LA.
Much has been made of the new Web 2.0 phenomenon, including social n.docxssuserf9c51d
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? How do secure software development concepts support protecting applications?
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References
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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تتميز هذهِ الملزمة بعِدة مُميزات :
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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How Barcodes Can Be Leveraged Within Odoo 17Celine George
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T h eG u l t u r a l S t u d i e sR e a d e rEdited.docx
1. T h e
G u l t u r a l S t u d i e s
R e a d e r
Edited by
S I M O N D U R I N G
EI
London and New York
6 stuart nau
E N C O D I N G i . D E C O D I N G
model has been criticized for its linearity -
sender/message/receiver - for
its concentration on the level of message exchange and for the
absence
of a structured conception of the different moments as a
complex
structure of relations. But it is also possible (and useftrl) to
ttrinl of this
process in terms of a structure produced and sustained tfuough
the
articulation of linked but distinctive moments - productiory
circulation,
distribution/consumption, reproduction. This would be to think
of the
process as a 'complex structure in dominance', sustained
tfuough the
2. articulation of conlected practices, each of which, however,
retains its
distinctiveness and has its own specific modality, its own forms
ald
conditions of existence.
The 'obiect' of these practices is meanings and messages in the
form
of sign-vehicles of a specific icind organized, like any form of
commurf-
cation or language, through the operation of codes within the
syntag-
matic chain of a discourse. The apparatuses, relations and
practices of
production thus issue, at a certain moment (the moment of
,productiorr,/
circulation') in the form of symbolic vehicles constituted within
the rules
of 'language'. It is in this discursive form that the circulation of
the
'product' takes place. The process thus requires, at the
production end,
its material instruments - its 'means' - as well as its own sets of
social
(production) relations - the organization and combination of
practices
within media apparatuses. But it is in the discursizte form that
the
circulation of the product takes place, as well as its distribution
to
different audiences. Once accomplished, the discourse must
then be
translated - transformed, again - into social practices if the
circuit is to
be both completed and effective. If no 'meaning' is taken, there
can be
3. no 'consumption'. If the meaning is not articulated in practice, it
has no
effect. The value of this approach is that while each of the
moments, in
articulation, is necessary to the circujt as a whole, no one
moment can
fully guarantee the next moment with which it is articulated.
Since each
has its specific modality and conditions of existence, each can
constitute
its own break or interruption of the 'passage of forms' on whose
conti-
nuity the flow of effective production (that is, 'reproductionl)
depends.
Thus while in no way wanting to limit research to 'following
only
those leads which emerge from content analysis', we must
recognize
that the discursive form of the message has a privileged position
in the
communicative exchange (from the viewpoint of circulation),
and that
the moments of 'encoding' and 'decoding', though only
'relativeiy
autonomous' in relation to the communicative process as a
whole, are
detnminnte moments. A 'raw' historical event cannot, in that
form, be
Encoding, decoding
EDITOR'S INTRODUCTION
Stuart Hall's influential essay offers a densely theoretical
account of how
4. messages are produced and disseminated, referring particularly
to television.
He suggests a four-stage theory of communication: production,
circulation,
use (which here he calls distribution or consumption), and
reproduction" For
him each stage is 'relatively autonomous' from the others. This
means that the
coding of a message does control its reception but not
transparentty - each
stage has its own determining limits and possibilities. The
concept ot relative
autonomy allows him to argue that polysemy is not the same as
pluralism:
messages are not open to any interpretation or use whatsoever-
just because
each stage in the circuit limits possibilities in ttJe next.
In actual social existence, Hall goes on to argue, messages have
a
'complex structure of dominance' because at each stage they are
,imprinled'
by institutional power relations. Furthermore, a message can
only be received
at a particular stage it it is recognizable or appropriate - though
there is space
for a message to be used or understood at least somewhat
against the grain.
This means that power relations at the point ot production, tor
example, will
loosely fit those at the point of consumption. In this way, the
communication
circuit is also a circuit which reproduces a Dattern of
domination.
This analysis allows Hall to insert a semiotic paradigm into a
5. social
framework, clearing the way both for further textualist and
ethnographic work.
His essay has been particutarly important as a basis on which
tieldwork like
David Morley's has proceeded.
Fufther reading: Hall 1977,1980; Morley i 980, 1999.
S.D.
Traditionally, mass-communications research has
concepfualized the
process of communication in terms of a circulation circuit or
loop. This
S T U A R T H A L L
Eansmitted by, say, a-television newscast'
Events can only be signified
Jihin the aural-visual forms of the televisual discourse' In the
moment
when a historical event passes under the sign of discourse, it is
subject
to all the complex formal 'rules' by which language signifies' To
Put it
oaradoxically, the event must become a 'story' before it can
become a
iommunicatioe eoent. In that moment the formal sub-rules of
discourse
are 'in dominance', without, of course, subordinating out of
6. existence
the historical event so signified, the social relations in which
the rules
are set to work or the social and political consequences of the
event
having been signified in this way. The 'message form' is the
necessary
'form of appearance' of the event in its passage from source to
receiver.
Thus the transposition into and out of the 'message form' (or the
mode
of s)'rnbolic exchange) is not a random'moment', which we can
take up
or ignore at our convenience. The 'message form' is a
determinate
moment; though, at another level, it comprises the surface
movements
of the communications system only and requires, at another
stage, to be
integrated into the social relations of the communication
process as a
whole, of which it forrns only a part.
From this general perspective, we may cmdely characterize the
television communicative process as follows. The institutional
structur€s
of broadcasting, with their practices and networks of
production, their
organized relations and technical infrastructures, are required to
Pro-
duce a programme. Production, here, constructs the message. In
one
sense, then, the chcuit begins here. Of course, the production
process is
not without its 'discursive' aspect: it, too, is frarned throughout
by
7. meanings and ideas: knowledge-in-use concerning the routines
of pro-
duction, historically defined technical skills, professional
ideologies,
institutional knowledge, definitions and assumptions,
assumptions
about the audience and so on frame the constitution of the
programme
through this production structure. Further, though the
production
skuctures of television odginate the television discourse, they
do not
constitute a dosed system. They draw topics, treatments,
agendas,
events, personnel, images of the audience, 'definitions of the
situationj
from other sources and other discursive formations within the
wider
socio-cultural and political structure of which they are a
differentiated
part. Philip Elliott has expressed this point succinctly, within a
more
traditional framework, in his discussion of the way in which the
audience is both the 'source' and the 'receiver' of the television
message.
Thus - to borrow Marx's terms - circulation and reception are,
indeed,
'moments' of the production process in television and are
reincorpor-
E N C O D I N G . D E C O D I N G
ated, via a number of skewed and structured 'feedbacks', into
the
production process itself. The consumption or reception of the
television
8. message is thus also itself a 'moment' of the production process
in its
larger sense, though the latter is 'predominant' because it is the
'point of
departure for the realization' of the message. Production and
reception
of the television message are not, therefore, identical, but they
are
related: they are differentiated moments within the totality
formed by
the social relations of the communicative process as a whole.
At a certain point, however, the broadcasting structures must
yield
encoded messages in the form of a meaningful discourse. The
institution-societal relations of production must pass under the
discur-
sive rules of language for its product to be'realized'. This
initiates a
further differentiated moment, in which the formal rules of
discourse
and language are in dominance. Before this message can have
an 'effecf
(however defined), satisfy a 'need' or be put to a 'use', it must
first be
appropriated as a meaningful discourse and be meaningfully
decoded. It
is this set of decoded meanings which 'have an effect',
influence,
entertain, instruct or persuade, with very complex perceptual,
cogni-
tive, emotional, ideological or behavioural consequences. In a
'determi-
nate' moment the structure employs a code and yields a
'message': at
another determinate moment the 'message', via its decodings,
9. issues
into the structure of social practices. We are now fully aware
that this re-
entry into the practices of audience reception and 'use' cannot
be
understood in simple behavioural terms. The typical processes
ident-
ified in positivistic research on isolated elements - effects, uses,
'gratifi-
cations' - are themselves framed by structures of understanding,
as well
as being produced by social and economic relations, which
shape their
'realizationi at the reception end of the chain and which permit
the
meanings signified in the discourse to be transposed into
practice or
consciousness (to acquire social use value or political
effectivity).
Clearly, what we have labelled in the diagram @elow) 'meaning
strucfures 1' and 'meaning structures 2' may not be the same.
They do
not constitute an'immediate identif. The codes of encoding and
decoding may not be perfectly symmetrical. The degrees of
symmetry -
that is, the degrees of 'understanding' and 'misunderstanding' in
the
communicative exchange - depend on the degrees of
symmetry/asyrrr
metry (relations of equivalence) established between the
positions of the
'personifications', encoder-producer and decoder-receiver. But
this in
tum depends on the degrees of identity/non-identity between the
codes
10. which perfectly or imperfectly transmit, interrupt or
systematically
S T U A R T H A L L
,r'/'^"#tml:;*X
,
encodilS
,/ mearung
,/ structures 1
frameworks
of knowledge
relations
of production
technical
infrastructure
decoding '.
mearun8
structures 2
frameworks
of knowledge
relations
of production
technical
11. infrastructure
distort what has been transmitted. The lack of fit between the
codes has
a great deal to do with the structural differences of relation and
position
between broadcasters. and audiences, but it also has something
to do
with the aslanmetry between the codes of 'source' and 'receiver'
at the
moment of transformation into and out of the discursive form.
What are
called 'distortions' or 'misunderstandings' adse preciseiy
fromthe lack of
equioalencebetween the two sides in the commuricative
exchange. Once
again, this defines the 'relative autonomy', but
'determinateness', of the
entry and exit of the message in its discursive moments.
The application of this rudimentary paradigm has already begun
to
transform our ulderstanding of the older term, television
'content'. We
are just beginning to see how it might also transform our
understanding
of audience reception, 'reading' and response as well.
Beginnings and
endings have been announced in communications research
before, so
we must be cautious. But there seems some ground for thinking
that a
new and exciting phase in so-called audience research, of a
quite new
kind, may be opening up. At either end of the communicative
chain the
12. use of the semiotic paradigm promises to dispel the lingering
behaviour-
ism which has dogged mass-media research for so long,
especially in
its approach to content. Though we know the television
programme is
not a behavioural input, like a tap on the knee cap, it seems to
have been
atnost impossible for traditional researchers to conceptualize
the corr-
municative process without lapsing into one or other variant of
low-
flying behaviourism. We know, as Gerbner has remarked, that
representations of violence on the TV screen 'are not violence
but
E N C O D I N G , D E C O D I N G
messages about violence': but we have continued to research the
ques-
tion of violence, for example, as iI we were unable to
comprehend this
epistemological distinction.
The televisual sign is a complex one. It is itseu constituted by
the
combination of two types of discourse, visual and aural.
Moreover, it is
an iconic sign, in Peirce's terminology, because 'it possesses
some of the
properties of the thing represented'. This is a point which has
led to a
great deal of confusion and has provided the site of intense
controversy
in the study of visual language. Since the visual discourse
translates a
13. three-dimensional world into two-dimensional planes, it cannot
of
corrse, be the referent or concept it signifies. The dog in the
film can
bark but it cannot bite! Reality exists outside language, but it is
con-
stantly mediated by and through language: and what we can
know and
say has to be produced in and through discourse. Dscursive
'knowl-
edge' is the product not of the transparent representation of the
'real' in
language but of the articulation of language on real relations
and con-
ditions. Thus there is no intelligible discourse without the
operation of a
code. Iconic signs are therefore coded signs too - even if the
codes here
work differently from those of other signs. There is no degree
zero in
language. Naturalism arrd'realism'- the apparent fidelity of the
rep-
resentation to the thing or concept represented - is the result,
the effect,
of a cefain specific articulation of language on the 'real'. It is
the result
of a discursive practice.
Certain codes may, of course, be so widely distributed in a
specific
language comrnunity or culture, and be learned at so early an
age, that
they appear not to be constructed - the effect of an articulation
between
srgn and referent - but to be 'naturally' given. Simple visual
signs
14. aPpear to have achieved a 'near-universality' in this sense:
though
evidence remains that even apparently 'natural' visual codes are
culfure-
specific. However, this does not mean that no codes have
intervened;
rather, that the codes have been profo lundly ruturalized. The
operation of
naturalized codes reveals not the transpatencv and ,naturalness,
of
language but the depth, the habituatior, and the near-
universality of the
codes in use. They produce apparently 'natural, recognitions.
This has
the (ideological) effect of concealing the practices of coding
which are
present. But we must not be fooled by appearances. Actually,
what
naturalized codes demonstrate is the degree of habituation
produced
when there is a fundamental alignment and reciprocity - an
achieved
equivalence - between the encoding and decoding sides of an
exchange
of meanings. The functioning of the codes on the decoding side
will
S T U A F | T H A L L
frequently assume the status of naturalized perceDtions, This
leads us to
think that the visual sign for 'cow' actually r:s (raiher than
represents) lhe
anirnal, cow. But if we thhk of the visual representation of a
15. cow in a
manual on animal husbandry - and, even more, of the linguistic
sign
'cow' - we can see that both, in different degrees, are albitrury
wlth
respect to the concept of the animal they represent. The
articulation of
an arbitrary sign - whether visual or verbal - with the concept of
a
referent is the product not of nature but of convention, and the
conven-
tionalism of discourses requires the intervention, the support, of
codes.
Thus Eco has argued that iconic signs 'look like obiects in the
real world
because they reproduce the conditions (that is, the codes) of
perception
in the viewer'. These 'conditions of perception' are, however,
the result
of a highly coded, even if vtutually unconscious, set of
operations -
decodings. This is as true of the photographic or televisual
image as it is
of any other sign. Iconic signs are, however, particularly
r,llnerable to
being 'read' as natural because visual codes of perception are
very
widely distributed and because this type of sign is less arbitrary
than a
linguistic sign: the linguistic sign, 'cow', possesses none of the
properties
of the thing represented, whereas the visual sign appears to
possess
some of those properties.
This may help us to clarify a confusion in current linguistic
16. theory
and to define precisely how some key terms are being used in
this
article. Lingnistic theory frequently employs the distinction
'denotation'
and 'connotation'. The term 'denotation' is widely equated with
the
literal meaning of a sign: because this literal meaning is almost
univer-
sally recognized, especially when visual discourse is being
employed,
'denotation' has often been confused with a literal transcription
of
'reality'in language - and thus with a 'natural sign', one
pioduced
without the interqention of a code. 'Connotation', on the other
hand, is
employed simply to refer to less fixed and therefore more
conventiona-
Iized and changeable, associative meanings, which clearly vary
frorn
instance to instance and therefore must depend on the
intervention of
codes.
We do not use the distinction - denotation/connotation - in this
way. From our point of view, the distinction is an analytic one
only . It is
useful, in analysis, to be able to apply a rough rule of thumb
which
distinguishes those aspects of a sign which appear to be taken,
in any
language community at any point in time, as its 'literal' meaning
(deno-
tation) from the more associative meanings for the sign which it
is
17. possible to generate (connotation). But analytic distinctions
must not be
E N C O O I N G , D E C O D I N G
confused with distinctions in the real world. There will be very
few
instances in which signs organized in a discourse sig ly only
their
'literal' (that is, near-universally consensualized) meaning. In
actual
discourse most signs will combine both the denotative and the
connota-
llrve aspects (as redefined above). It may, then, be asked why
we retain
the distinction at all. It is largely a matter of analytic value. It
is because
signs appear to acquire their full ideological value - appear to
be open to
articulation with wider ideological discourses and meanings - at
the
level of their 'associative' meanings (that is, at the connotative
level) -
for here 'meanings' are not apparently fixed in natural
perception (that
is, they are not fully naturalized), and their fluidity of meaning
and
association can be more fully exploited and transformed. So it is
at the
connotative lnel of the sign that situational ideologies alter and
trans-
form signi{ication. At this level we can see more clearly the
active
intervention of ideologies in and on discourse: here, the sign is
open to
new accentuations and, in Volo5inov's terms, enters fully into
18. the
struggle over meanings - the class struggle in language. This
does not
mean that the denotative or 'literal meaning is outside ideology-
Indeed, we could say that its ideological value is strongly fixed
-becatse
it has become so fully universal and'natural'. The terms
'denotation'
and 'connotation', then, are merely useful analytic tools for
distinguish-
ing, in particular contexts, between not the presence/absence of
ideo-
logy in language but the different levels at which ideologies and
discourses intersect.
The level of connotation of the visual sign, of its contextual
refer-
ence and positioning in different discursive fields of meaning
and
association, is the point where already coded signs intersect
with the deep
semantic codes of a culture and take on additional, more active
ideologi-
cal dimensions. We might take an example from advertising
discourse.
Here, too, there is no 'purely denotative', and certainly no
'natural',
representation. Every visual sign in advertising connotes a
quality,
situation, value or inference, which is present as an implication
or
implied meaning, depending on the connotational positioning.
In
Barthes's example, the sweater always signifies a'warm garment'
(deno-
tation) and thus the activity/value of'keeping warm'. But it is
19. also
possible, at its more connotative levels, to signify'the coming of
winter'
or 'a cold day'. And, in the specialized sub-codes of fashion,
sweater
rnay also connote a fashionable style of hnute couture or,
alternatively, an
informal style of dress. But set against the right visual
background and
positioned by the romantic sub-code, it may connote 'long
autumn walk
S T U A R T H A L L
in the woods'. Codes of this order clearly contract relations for
the sign
with the wider universe of ideologies in a society. These codes
are the
means by which power and ideology are made to signify in
particular
discourses. They refer signs to the 'maps of meaning' into which
any
culture is classified; and those 'maps of social reality' have the
whole
range of social meanings, practices, and usages, power and
interest
'written in' to them. The connotative levels of signifiers,
Barthes
remarked, 'have a close communication with culture,
knowledge, his-
tory, and it is through them, so to speak, that the environmental
world
invades the linguistic and semantic system. They are, if you
like, the
20. fragments of ideology'.
The so-called denotative IneI of tl:.e televisual sign is fixed by
certain, very complex (but limited or 'closed') codes. But its
connotative
leoel, thortgh also bounded, is more open, subiect to more
active frazs-
formations, which exploit its polysemic values. Any such
already constr-
tuted sign is potentially transformable into more than one
connotative
configuration. Polysemy must not, however, be confused with
plural-
ism. Connotative codes are not eql.Jal among themselves. Any
society/
culture tends, with varying degrees of closure, to impose its
classifi-
cations of the social and cultural and politicai world. These
constitute a
dominant culturnl order, though it is neither univocal nor
uncontested.
This question of the 'skucture of discourses in dominance' is a
cmcial
point. The different areas of social life appear to be mapped out
into
discursive domains, hierarchically organized into dominant or
preferred
meanings. New, problematic or troubling events, which breach
our
expectancies and run counter to out 'common-sense constructs',
to our
'taken-for-granted' knowledge of social structures, must be
assigned to
their discursive domains before they can be said to'make sense'.
The
most comnon way of 'mapping' them is to assign the new to
21. some
domain or other of the existing'maps of problematic social
reality'. We
say dominant, not 'deterrnined', because it is always possible to
order,
classify, assign and decode an event within more than one
'mapping'.
But we say 'dominant' because there exists a pattern of
'preferred
readings'; and .hese both have the
institutionaUpoliticaVideological
order imprinted in them and have themselves become
institutionalized.
The domains of 'preferred meanings' have the whole social order
em-
bedded in them as a set of meanings, practices and beliefs: the
everyday
knowledge of social structures, of 'how things work for all
practical
purposes in this culture', the rank order of power and interest
and the
structure of legitimations, limits and sanctions. Thus to clarify a
'misun-
E N C O D t N G , D E C O D T N G
derstanding' at the connotative level, we must refer, through the
codes,
to the orders of social life, of economic and political power and
of
ideology. Further, since these mappings are 'structured in
dominance'
but not closed, the communicative process consists not in the
unproble-
matic assignment of every visual item to its given position
within a set of
22. prearranged codes, but of peformntitse rules - nrJes of
competence and
use, of logics-in-use - which seek actively to enlorce or pre-fer
one
semantic domain over another and rule items into and out of
their
appropriate meaning-sets. Formal semiology has too often
neglected
this practice of interpretatire unrk, tho'tg! this constitutes, in
fact, the
real relations of broadcast practices in television.
In speaking of dominant mennings, then, we are not talking
about a
one-sided process which govems how all events will be
signified. It
consists of the 'work' required to enforce, win plausibfity for
and
command as legitimate a decoding of the event within the lirrLit
of
dominant definitions in which it has been connotatively
signified. Temi
has remarked:
By the word ruding we mean not only the capacity to identify
and
decode a certain number of signs, but also the subjective
capacity to
put them into a creative relation between themselves and with
other
signs: a capacity which is, by itself, the condition for a
complete
awareness of one's total ennronmenr,
Our quarrel here is with the notion of 'subjective capaclty', as if
the
23. referent of a televisional discourse were an objective fact but
the in-
terpretative level were an individualized and private matter.
Quite the
opposite seems to be the case. The televisual practice takes
'objective'
(that is, systemic) responsibility precisely for the relations
which dispar-
ate signs contract with one another in any discursive instance,
and thus
conthually rearranges, delimits and prescribes into what
'awareness of
one's total environment' these items are arranged.
This brings us to the question of misunderstandings. Television
producers who find their message 'failing to get across' are
fTequently
concemed to straighten out the kinls in the communication
chain, thus
facilitating the 'effectiveness' of their communication. Much
research
which claims the objectivity of 'poliry-oriented analysis'
reproduces this
administrative goal by attempting to discover how much of a
message
the audience recalls and to improve the extent of understanding.
No
doubt misunderstandings of a literal kind do exist. The viewer
does not
know the terms employed, cannot follow the complex logic of
argument
S T U A R T H A L L
24. or exposition/ is unfamiliar with the language, finds the
concepts too
alien or difficult or is foxed by the expository narative. But
more often
broadcasters are concerned that the audience has failed to take
the
meaning as they - the broadcasters - intended. What they really
mean to
say is that viewers are not operating within the 'dominant' or
'preferred'
code. Their ideal is 'perfectly transparent communication'.
Instead,
what they have to confront is 'systematically distorted
communication'.
In recent years discrepancies of this kind have usually been
explained by reference to 'selective perception'. This is the door
via
which a residual pluralism evades the compulsions of a highly
struc-
tured, asymmetrical and non-equivalent process. Of course,
there will
always be private, individual, variant readings. But'selective
percep-
tion' is almost never as selective, random or privatized as the
concept
suggests. The pafterns exhibit, across individual variants,
significant
clusterings. Arry new approach to audience studies will
therefore have
to begin with a critique of 'selective perceptionl theory.
It was argued earlier that since there is no necessary
correspondence
between encoding and decoding, the former can attempt to 'pre-
fer'but
25. cannot prescribe or guarantee the latter, which has its own
conditions of
existence. Unless they are wildly aberrant, encoding will have
the effect
of constructing some of the limits and parameters within which
decod-
ings will operate. If there were no lirnits, audiences could
simply read
whatever they liked into any message. No doubt some total
misunder-
standings of this kind do exist. But the vast range must corLtajr.
some
degree of reciprocity between encoding and decoding moments.
other-
wise we could not speak of an effective communicative
exchange at all.
Nevertheless, this 'correspondence' is not given but constructed.
It is
not 'natural' but the product of an articulation between two
distinct
moments. And the former cannot determine or guarantee, in a
simPle
sense, which decoding codes will be employed. Otherwise
corrunuru-
cation would be a perfectly equivalent circuit, and every
message would
be an instance of 'perfectly transparent communication'. We
must think,
then, of the variant articulations in which encoding/decoding
can be
combined. To elaborate on this, we offer a hypothetical analysis
of some
possible decoding positions, in order to reinforce the Point of
'no
necessary correspondence',
26. We identify three hypothetical positions from which decodings
of a
televisual discourse may be constructed. These need to be
empirically
tested and refined. But the argument that decodings do not
follow
inevitably from encodings, that they are not identical,
reinJorces the
E N C O D I N G , D E C O D I N G
argument of 'no necessary correspondence'. It also helps to
deconstruct
the common-sense meaning of 'misunderstanding' in terms of a
theory
of 'systematically distorted communication'.
The first hypothetical position is that of the dominant-
hegemonic
position. t{hen the viewer takes the connoted meaning hom, say,
a
television newscast or current affairs programne full and
straight, and
decodes the message in terms of the reference code in which it
has been
encoded, we might say that the viewer is operating inside tfu
dominant
code. T}:.is is the ideal-typical case of 'perfectly transparent
communi-
cation' - or as close as we are likely to come to it 'for all
practical
purposes'. Within this we can distinguish the positions produced
by the
professinnal code. This is the position (produced by what we
perhaps
ought to identify as the operation of a 'metacode') which the
27. pro-
fessional broadcasters assume when encoding a message which
has
already been signified in a hegemonic manner. The professional
code is
'relatively independent' of the dominant code, in that it applies
criteria
and transformational operations of its own, especially those of a
technico-practical nature. The professional code, however,
operates
within the 'hegemony' of the dominant code. Indeed, it serves to
repro-
duce the dorninant definitions precisely by bracketing their
hegemonic
quality and operating instead with displaced professional
codings which
foreground such apparently neutral-technical questions as visual
qua-
lity, news and presentational values, televisual quality,
,professiona-
lism' and so on. The hegemonic interpretations of, say, the
politics of
Northern Ireland, or the Chilean coap or the Industrial Relations
Bill are
pnncipally generated by political and military elites: the
particular
choice of presentational occasions and formats, the selection of
person-
nel, the choice of images, the staging of debates are selected
and
combined through the operation of the professional code. How
the
oroadcasting professionals are able bofh to operate with
,relatively auton-
omous' codes of th eir own and to act in such a wav as to
reproduce (not
28. without contradiction) the hegemonic signification of euents is
a com-
Plex matter which cannot be further spelled out here. It must
suffice to
say that the professionals are linked with the defining elites not
onty
by the institutional position of broadcasting itsel-f as an ,ideo-
logical apparatus', but also by the structure of access (that is,
the sysiem-
atic 'over-accessing' of selective elite personnel and their
,definition ofthe- situation' in television). It may even be said
that the professional
codes serve to reproduce hegemonic definitions specifically by
nofooer y biasing their operations in a dominant direction:
ideoloeical
S T U A R T H A L L
reproduction therefore takes place here inadvertently,
unconsciously,
'behind men's backs'. Of course, conflicts, contradictions and
even
misunderstandings regularly arise between the dominant and the
pro-
fessional significations and their signifying agencies.
The second posidon we would identify is that of the negotiated
code
or position. Majority audiences probably understand quite
adequately
what has been dominantly defined and professionally signified.
The
dominant definitions, however, are hegemonic precisely because
they
29. represent definitions of situations and events which are 'in
dorninance'
(8lobal). Dominant definitions connect events, implicitly or
explicitly, to
grand totalizations, to the Breat syntagmatic views-of-the-
world: they
take 'large views' of issues: they relate events to the 'national
interest' or
to the level of geo-politics, even if they make these connections
in
truncated, inverted or mystified ways. The definition of a
hegemonic
viewpoint is (a) that it defines within its terms the mental
horizon, the
universe, of possible meanings, of a whole sector of relations in
a society
or culture; and (b) that it carries with it the stamp of legitimacy
- it
appears coterminous with what is 'natural', 'inevitable', 'taken
for
granted' about the social order. Decoding within the negotiated
ansion
contains a mixture of adaptive and oppositional elements: it
a&nowl-
edges the legitimary of the hegemonic definitions to make the
gmnd
significations (abstract), while, at a more restricted, situational
(situated)
level, it makes its own ground rules - it operates with
excePtions to the
rule. It accords the privileged position to the dominart
definitions of
events while reserving the right to make a more negotiated
application
to 'local conditions', to its own more corryrate posltions. This
negotiated
30. version of the dominant ideology is thus shot through with
contradic-
tions, though these are only on certain occasions brought to full
visi-
bility. Negotiated codes operate through what we might call
particular
or situated logics: and these logics are sustained by their
differential and
unequal relation to the discourses and logics of power. The
simplest
example of a negotiated code is that which governs the response
of a
worker to the notion of an Industrial Relations Bill limiting the
dght to
strike or to arguments for a wages freeze. At the level of the
'national
interest' economic debate the decoder may adopt the hegemonic
defi-
nition, agreeing that 'we must al1 pay ourselves less in order to
combat
inflation'. This, however, may have little or no relation to
his/her will-
ingness to go on strike for better pay and conditions or to
oppose the
Industrial Relations Bill at the level of shop-floor or union
organization.
We suspect that the great maiority of so-called
'misulderstandings' arise
E N C < ) D I N G . D E C O D I N G
from the contradictions and disjunctures between hegemonic-
dominant
encodings and negotiated-corporate decodings. It is just these
mis-
matches in the levels which most provoke defining elites and
31. pro-
fessionals to identify a 'failure in comrnunications'.
Finally, it is possible for a viewer perfectly to understand both
the
literal and the connotative inflection given by a discourse but to
decode
the message in a globally contrary way. He/she detotalizes the
message
in the preferred code in order to retotalize the message within
some
alternative framework of reference. This is the case of the
viewer who
listens to a debate on the need to limit wages but 'reads' every
mention
of the 'national interesf as 'class interest'. He/she is operating
with what
we must call an oppositional code. One of the most significant
political
moments (they also coincide with crisis points within the
broadcasting
organizations themselves, for obvious reasons) is the point
when events
which are normally signified and decoded in a negotiated way
begin to
be given an oppositional reading. Here the 'politics o{
signification' - the
struggle in discourse - is ioined.
NOTE
This article is an edited extract from Tncoding and Decoding in
Television Discourse ,
CCCS Stencilled Paper no. 7.
32. Duke University School of Law
Freedom in the Commons: Towards a Political Economy of
Information
Author(s): Yochai Benkler
Source: Duke Law Journal, Vol. 52, No. 6 (Apr., 2003), pp.
1245-1276
Published by: Duke University School of Law
Stable URL: http://www.jstor.org/stable/1373170
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Lecture
FREEDOM IN THE COMMONS: TOWARDS A
POLITICAL ECONOMY OF INFORMATION
YOCHAI BENKLERt
I. A MOMENT OF OPPORTUNITY
In 1999, George Lucas released a bloated and much maligned
"prequel" to the Star Wars Trilogy, called The Phantom
Menace. In
2001, a disappointed Star Wars fan made a more tightly cut
version,
which almost eliminated a main sidekick called Jar-Jar Binks
and sub-
tly changed the protagonist-rendering Anakin Skywalker, who
was
destined to become Darth Vader, a much more somber child
than the
movie had originally presented. The edited version was named
"The
Phantom Edit." Lucas was initially reported amused, but later
clamped down on distribution.' It was too late. The Phantom
Edit had
done something that would have been unimaginable a decade
earlier.
One creative individual took Hollywood's finished product as
raw
material and extracted from within it his own film. Some, at
least,
34. thought it was a better film. Passed from one person to another,
the
film became a samizdat cultural object in its own right.
The Phantom Edit epitomizes both the challenge and the prom-
ise of what has variously been called "the new economy," "the
infor-
mation economy," or, more closely tied to the recent
technological
perturbation, "the Internet economy." It tells us of a hugely
success-
ful company threatened by one creative individual-a fan, not an
en-
emy. It tells us of the tremendous potential of the Internet to
liberate
Copyright ? 2003 by Yochai Benkler. This Article is released
under the Public Library of Sci-
ence Open-Access License and the Creative Commons
Attribution License.
t Professor of Law, Yale Law School. The lecture was
originally delivered as the Second
Annual Meredith and Kip Frey Lecture in Intellectual Property
at Duke Law School on March
26, 2002. I am indebted to Jamie Boyle, David Lange, and Jerry
Reichman for inviting me to
give the lecture and for their thoughtful comments. I am also
indebted to Bruce Ackerman, Ed
Baker, Jack Balkin, and Owen Fiss for their comments on the
written version.
1. Richard Fausset, A Phantom Menace?, L.A. TIMES, June 1,
2002, Part 6 (Calendar), at
1; J. Hoberman, I Oughta Be In Pictures, N.Y. TIMES, July 15,
2001, ? 6 (Magazine), at 13.
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1246 DUKE LAW JOURNAL [Vol. 52:1245
individual creativity and enrich social discourse by thoroughly
democ-
ratizing the way we produce information and culture. And it
tells us
how powerful proprietors can weigh in to discipline this unruly
crea-
tivity; to silence the many voices it makes possible.
In this Lecture, I want to outline two fundamental social
aspects
of the emerging economic-technological condition of the
networked
information economy: the economic--concerned with the
organiza-
tion of production and consumption in this economy, and the
politi-
cal-concerned with how we pursue autonomy, democracy, and
social
justice in this new condition. We have seen over the past few
years
glimpses of this emerging economy and of its emerging
political im-
plications. We have seen the surprising growth of free
software, an
oasis of anarchistic production that is beating some of the
world's
richest corporations at their own game-making reliable high-
36. quality
software.2 We have seen a Russian computer programmer
jailed for
weeks in the United States pending indictment for writing
software
that lets Americans read books that they are not allowed to
read.3
These and many other stories sprinkled throughout the pages of
the
technology sections of our daily newspapers hint at a deep
transfor-
mation that is taking place, and at an epic battle over how this
trans-
formation shall go and who will come out on top when the dust
set-
tles.
Let us, then, talk about this transformation. Let us explore the
challenge that the confluence of technological and economic
factors
has presented for the liberal democratic societies of the world's
most
advanced market economies. Let us think about how we might
under-
stand the stakes of this transformation in terms of freedom and
jus-
tice.
In a nutshell, in the networked information economy-an econ-
omy of information, knowledge, and culture that flow through
society
over a ubiquitous, decentralized network-productivity and
growth
can be sustained in a pattern that differs fundamentally from
the in-
dustrial information economy of the twentieth century in two
37. crucial
characteristics. First, nonmarket production--like the Phantom
Edit,
produced by a fan for the fun of it-can play a much more
important
2. For a good general history of the emergence of free
software, see generally GLYN
MOODY, REBEL CODE: [THiE INSIDE STORY OF LINUX
AND THE OPEN SOURCE REVOLUTION]
(2001).
3. Amy Harmon, New Visibility for 1998 Copyright Protection
Law, with Online Enthusi-
asts Confused and Frustrated, N.Y. TIMES, Aug. 13, 2001, at
C4.
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2003] FREEDOM IN THE COMMONS 1247
role than it could in the physical economy. Second, radically
decen-
tralized production and distribution, whether market-based or
not,
can similarly play a much more important role. Again, the
Phantom
Edit is an example of such decentralized production-produced
by
one person rather than by a corporation with a chain of
command and
an inventory of property and contract rights to retain labor,
38. capital,
finance, and distribution outlets. In both these ways, the
networked
information economy can be more open and admit of many
more di-
verse possibilities for organizing production and consumption
than
could the physical economy. As free software has shown us,
these
modes of production are not a plaything. Most of what we do
on the
Internet runs on software produced by tens of thousands of
volun-
teers, working together in a way that is fundamentally more
closely
related to the fan who wrote the Phantom Edit than to the
LucasArts
Entertainment Company.
None of this is to say that nonmarket and decentralized produc-
tion will completely displace firms and markets. That is not the
point.
The point is that the networked information economy makes it
possi-
ble for nonmarket and decentralized models of production to
increase
their presence alongside the more traditional models, causing
some
displacement, but increasing the diversity of ways of
organizing pro-
duction rather than replacing one with the other.
This diversity of ways of organizing production and
consumption,
in turn, opens a range of new opportunities for pursuing core
39. political
values of liberal societies--democracy, individual freedom, and
social
justice. These values provide three vectors of political morality
along
which the shape and dimensions of any liberal society can be
plotted.
Because, however, they are often contradictory rather than
comple-
mentary, the pursuit of each of these values places certain
limits on
how we conceive of and pursue the others, leading different
liberal
societies to respect them in different patterns. It would be
difficult,
for example, to say whether the United States or Germany is
more
"liberal," though we could coherently say that Germany
respects so-
cial justice more than the United States and that the United
States re-
spects individual autonomy more than Germany. It would also
be
fairly simple to say that both are more "liberal" along all three
di-
mensions than, say, Saudi Arabia.
An underlying efficient limit on how we can pursue any mix of
arrangements to implement our commitments to democracy,
auton-
omy, and equality, however, has been the pursuit of
productivity and
growth. As the great ideological divides of the nineteenth and
twenti-
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1248 DUKE LA W JOURNAL [Vol. 52:1245
eth centuries seem to fade, we have come to toil in the fields of
politi-
cal fulfillment under the limitation that we should not give up
too
much productivity in pursuit of these values. Singapore is
perhaps an
extreme example of this tradeoff, but all nations with advanced
capi-
talist economies are making some such tradeoff. Predictions of
how
well we will be able to feed ourselves are a central
consideration in
thinking about whether, for example, to democratize wheat
produc-
tion or to make it more egalitarian. Much though some may
value the
political vision of the yeoman farmer, we have not been willing
to
abandon the economies of scale captured by agribusiness.
Efforts to
advance workplace democracy have also often foundered on the
shoals-real or imagined-of these limits, as have many plans for
re-
distribution in the name of social justice. Market-based
production
has often seemed simply too productive to tinker with.
The most advanced economies have now made two parallel
41. shifts
that attenuate the limitations that market-based production
places on
the pursuit of core liberal political values. The first move, in
the
making for over a century, is the move to the information
economy-
an economy centered on information (financial services,
accounting,
software, science) and cultural (films, music) production, and
the ma-
nipulation of symbols (e.g., from making sneakers to branding
them
and manufacturing the cultural significance of the Swoosh).
The sec-
ond move, of more recent vintage, is the move to a
communications
environment built on cheap processors with high computation
capa-
bilities, interconnected in a pervasively networked
environment-the
phenomenon we associate with the Internet. This second shift
allows
nonmarket production to play an increasing role in the
information
and cultural production sector, organized in a radically more
decen-
tralized pattern than was true of this sector in the twentieth
century.
The first shift means that the surprising patterns of production
made
possible by the networked environment-both nonmarket and
radi-
cally decentralized-will emerge, if permitted to emerge, at the
core,
rather than at the periphery, of the most advanced economies.
42. Per-
mitting these patterns to emerge could therefore have a
profound ef-
fect on our conceptions of the ultimate limits on how social
relations
can be organized in productive, growth-oriented economies.
Together these shifts can move the boundaries of liberty along
all
three vectors of liberal political morality. They enable
democratic dis-
course to flow among constituents, rather than primarily
through con-
trolled, concentrated, commercial media designed to sell
advertising,
rather than to facilitate discourse. They allow individuals to
build
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2003] FREEDOM IN THE COMMONS 1249
their own windows on the world, rather than seeing it largely
through
blinders designed to keep their eyes on the designer's prize.
They al-
low passive consumers to become active users of their cultural
envi-
ronment, and they allow employees, whose productive life is
marked
by following orders, to become peers in common productive
enter-
43. prises. And they can ameliorate some of the inequalities that
markets
have often generated and amplified.
There is no benevolent historical force, however, that will
inexo-
rably lead the technological-economic moment to develop
towards an
open, diverse, liberal equilibrium. If the transformation occurs,
it will
lead to substantial redistribution of power and money from the
twen-
tieth-century, industrial producers of information, culture, and
com-
munications-like Hollywood, the recording industry, and the
tele-
communications giants-to a widely diffuse population around
the
globe. None of the industrial giants of yore are going to take
this re-
distribution lying down. Technology will not overcome their
resis-
tance through some insurmountable progressive impulse. The
reor-
ganization of production, and the advances it can bring in
democracy,
autonomy, and social justice will emerge, if it emerges, only as
a result
of social and political action. To make it possible, it is crucial
that we
develop an understanding of what is at stake and what are the
possi-
ble avenues for social and political action. But I have no
illusions, and
offer no reassurances, that any of this will in fact come to pass.
I can
44. only say that without an effort to focus our attention on what
matters,
the smoke and mirrors of flashy toys and more convenient
shopping
will be as enlightening as Aldous Huxley's soma and feelies,
and as
socially constructive as his orgy porgy.
Let us think, then, of our being thrust into this moment as a
challenge. We are in the midst of a technological, economic,
and or-
ganizational transformation that allows us to renegotiate the
terms of
freedom, justice, and productivity in the information society.
How we
shall live in this new environment will largely depend on
policy
choices that we will make over the next decade or two. To be
able to
understand these choices, to be able to make them well, we
must un-
derstand that they are part of a social and political choice-a
choice
about how to be free, equal, and productive human beings
under a
new set of technological and economic conditions. As
economic pol-
icy, letting yesterday's winners dictate the terms of economic
compe-
tition tomorrow is disastrous. As social policy, missing an
opportunity
to enrich democracy, freedom, and equality in our society,
while
maintaining or even enhancing our productivity, is
unforgivable.
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1250 DUKE LA W JOURNAL [Vol. 52:1245
II. SOME ECONOMIC PARAMETERS OF THE MOMENT
A. How We Got Here
For over 150 years, new communications technologies have
tended to concentrate and commercialize the production and
ex-
change of information, while extending the geographic and
social
reach of information distribution networks. When large-volume
me-
chanical presses and the telegraph were introduced, newspapers
changed from small-circulation, local efforts, into mass media-
in-
tended to reach ever larger and more dispersed audiences. Of
practi-
cal necessity, as the size of the audience and its geographic and
social
dispersion increased, public discourse adapted to an
increasingly one-
way model. Information and opinion flowed from ever more
capital-
intensive commercial and professional producers to consumers
who,
over time, became passive and undifferentiated. This model
was eas-
ily adopted and amplified by radio, television, and later, cable
46. and
satellite communications.
The Internet presents the possibility of a radical reversal of this
long trend. It is the first modern communications medium that
ex-
pands its reach by decentralizing the distribution function.
Much of
the physical capital that embeds the intelligence in the network
is dif-
fused and owned by end users. Network routers and servers are
not
qualitatively different from the computers that end users use,
unlike
broadcast stations or cable systems that are vastly different
from the
televisions to which they transmit. What I hope to persuade you
of
today is that this basic change in the material conditions of
informa-
tion and cultural production and distribution can have quite
substan-
tial effects on how we perceive and pursue core values in
modern lib-
eral societies.
In the wake of the hype-economy of the late 1990s, it is all too
easy to treat any such claim about an Internet "revolution" as a
fig-
ment of an overstimulated imagination. The dazed economy
makes it
seem as though the major leap-if there ever was one-has
already
happened, and that "normal"-gradual, predictable,
nondisruptive-
technological progression has set in. But to think so would be a
47. mis-
take. It would be a mistake not, primarily, in the domain of
techno-
logical prognostication. It would be a mistake of paying too
much at-
tention to e-commerce and stock values, which are reflections
of the
utility of the new medium to old modes of production and
exchange.
What we need instead is a focus on the basic characteristics of
the
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2003] FREEDOM IN THE COMMONS 1251
medium around which information and cultural production can
now
be organized, and on how this medium interacts with an
economy that
has advanced to the stage where information and cultural
production
form its core.
For the moment, I will suggest that we call the combination of
these two trends-the radical decentralization of intelligence in
our
communications network and the centrality of information,
knowl-
edge, culture, and ideas to advanced economic activity-the net-
worked information economy. By "networked information
economy,"
48. I mean to describe an emerging stage of what in the past has
been
called more generally "the information economy" or "the
information
society." I would use the term in contradistinction to the earlier
stage
of the information economy, which one could call the
"industrial in-
formation economy."
The "information economy," conjuring up the Big Five
(accounting
firms or recording companies, your choice), began as a
response to the
dramatic increase in the importance of usable information as a
means of
controlling our economy. James Beniger's study of what he
called The
Control Revolution showed how the dramatic increase in
physical pro-
duction and distribution capabilities in the nineteenth century
created a
series of crises of control over the material world-crises
resolved
through the introduction of more efficient modes of producing
and using
information to control physical processes and the human
behavior that
relates to them.4 Ranging from the introduction of telegraph to
control
the rolling stock of railroads, which, as Chandler has shown,5
made
Western Union the first nationwide prototype for modern
corporate or-
ganization, to the invention of double-entry bookkeeping,
49. scientific
management, and brand advertising, that economy was largely
driven by
a concern with control of material flows into, through, and out
of the
new, unmanageably productive factories. The "cultural"
offshoots of that
moment-Hollywood, the broadcast networks, and the recording
indus-
try-were also built around maintaining control over the use and
trans-
mission paths of their products. For the first time, music or
performance
could be captured in a thing, a thing that could be replicated
millions of
times, and which therefore had to be made to capture the
attention and
imagination of millions. This first stage might best be thought
of as the
"industrial information economy."
4. JAMES R. BENIGER, THE CONTROL REVOLUTION:
TECHNOLOGICAL AND ECONOMIC
ORIGINS OF THE INFORMATION SOCIETY 291-398 (1986).
5. ALFRED D. CHANDLER, THE VISIBLE HAND 79-205
(1977).
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1252 DUKE LAW JOURNAL [Vol. 52:1245
50. "The networked information economy" denotes a new stage of
the information economy, to succeed this older industrial stage.
It is a
stage in which we can harness many more of the richly diverse
paths
and mechanisms for cultural transmission that were muted by
the
capital structure of communications, a capital structure that had
led to
the rise of the concentrated, controlled form, whether
commercial or
state-run. The most important aspect of this new stage is the
possibil-
ity it opens for reversing the control focus of the information
econ-
omy. In particular, it permits the reversal of two trends in
cultural
production, trends central to the project of control:
concentration and
commercialization. Although the claim that the Internet leads
to
some form or another of "decentralization" is not new, the
funda-
mental role played in this transformation by the emergence of
non-
market, nonproprietary production and distribution is often
over-
looked, if not willfully ignored.
I imagine you sitting there, managing a bemused nod at my uto-
pianism as you contemplate AOL Time Warner, or Microsoft's
share
in Comcast's purchase of AT&T Broadband. Decentralization
and
nonmarket production indeed! But bear with me. That the
dinosaurs
51. are growing bigger in response to ecological changes does not
mean
that, in the end, it will not be these warm-blooded furry things
that
will emerge as winners.
What, then, would make one think that sustaining productivity
and growth are consistent with a shift towards decentralized
and
nonmarket-based modes of production? And how would these
or-
ganizational characteristics affect the economic parameters
within
which practical political imagination and fulfillment must
operate in
the digitally networked environment?
Certain characteristics of information and culture lead us to un-
derstand them as "public goods" in the technical economic
meaning
of the term, rather than as pure "private goods" or standard
"eco-
nomic goods." Economists usually describe "information" as
"nonri-
val." The analytic content of the term applies to all cultural
forms,
and it means that the marginal cost of producing information,
knowl-
edge, or culture is zero. Once a scientist has established a fact,
or once
Tolstoy has written War and Peace, neither the scientist nor
Tolstoy
need spend a single second on producing additional War and
Peace
manuscripts or studies for the one-hundredth, one-thousandth,
52. or
one-millionth user. Economists call such goods "public,"
because a
market will never produce them if priced at their marginal cost-
zero.
Given that welfare economics claims that a market is producing
a
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2003] FREEDOM IN THE COMMONS 1253
good efficiently only when it is pricing the good at its marginal
cost, a
good that can never be sold both at a positive price and at its
marginal
cost is fundamentally a candidate for substantial nonmarket
produc-
tion.6
Information has another quirky characteristic in the framework
of mainstream welfare economics-it is both the input and the
output
of its own production process. This has important implications
that
make property rights and market-based production even less
appeal-
ing as the exclusive mechanisms for information and cultural
produc-
tion than they would have been if the sole quirky characteristic
of in-
formation were the public goods problem. These characteristics
53. form
the standard economic justification for the substantial role of
gov-
ernment funding, nonprofit research, and other nonproprietary
pro-
duction in our information production system, and have been
under-
stood as such at least since Nobel Laureate Kenneth Arrow
identified
them in this context four decades ago.
The standard problems that economics reveals with purely mar-
ket-based production of information and culture have now been
cou-
pled with a drastic decline in the physical capital costs
associated with
production and distribution of this public good. As I
mentioned, one
primary input into information or cultural production is pre-
existing
information, which is itself a public good. The other inputs are
human
creativity and the physical capital necessary to generate, fix,
and
communicate transmissible units of information and culture-
like a
recording studio or a television network. Ubiquitously
available
cheap processors have radically reduced the necessary capital
input
costs. What can be done now with a desktop computer would
once
have required a professional studio. This leaves individual
human
54. beings closer to the economic center of our information
production
system than they have been for over a century and a half. And
what
places human beings at the center is not something that is
homogene-
ous and largely fungible among people-like their physical
capacity
to work or the number of hours they can stay awake. Those
fungible
attributes of labor were at the center of the industrial model
that
Fredrick Taylor's scientific management and Henry Ford's
assembly
line typified. Their centrality to industrial production in the
physical
economy was an important basis for concentration and the
organiza-
6. Kenneth J. Arrow, Economic Welfare and the Allocation of
Resources for Invention, in
THE RATE AND DIRECTION OF INVENTIVE ACTIVITY:
ECONOMIC AND SOCIAL FACTORS 609
(1962).
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1254 DUKE LAWJOURNAL [Vol. 52:1245
tion of production in managed firms. In contrast, human beings
55. are
central in the networked information economy because of
attributes
in which they differ widely--creativity, wisdom, taste, social
experi-
ence-as well as their effort and attention. And human beings
use
these personal attributes not only in markets, but also in
nonmarket
relations. From our homes to our communities, from our
friendships
to our play, we live life and exchange knowledge and ideas in
many
more diverse relations than those mediated by the market. In
the
physical economy, these relationships were largely relegated to
spaces
outside of our production system. The promise of the
networked in-
formation economy and the digitally networked environment is
to
bring this rich diversity of living smack into the middle of our
econ-
omy and our productive lives.
In the physical economy, we settled more or less on two modes
of making production decisions. The first was the market. The
second
was corporate hierarchy. Markets best coordinated some
economic
activities, while managers were better at organizing others. The
result
was that most individuals lived their productive life as part of
corpo-
rate organizations, with relatively limited control over how,
what, or
56. when they produced; and these organizations, in turn,
interacted with
each other largely through markets. We came to live much of
the rest
of our lives selecting from menus of goods, heavily advertised
to us to
try to fit our consumption habits to the decisions that managers
had
made about investment in product lines.
B. Examples of Change
What is emerging in the networked information economy is a
wider scope for two very different phenomena. The first is a
much-
expanded role for nonmarket enterprises familiar to us from the
real
world-both professional, like National Public Radio, nonprofit
aca-
demic research, philharmonic orchestras, or public libraries,
and non-
professional, like reading groups or fan clubs. The second
phenome-
non is radical decentralization, which can be seen at the
simplest level
in the information available on the World Wide Web from an
amaz-
ing variety of individuals and networks of individuals. The
most radi-
cally new and unfamiliar element in this category is commons-
based
peer production of information, knowledge, and culture, whose
most
visible instance has been free software. Here, digital networks
seem
to be permitting the emergence of radically new relationships
57. be-
tween individuals and their information environment, and, more
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2003] FREEDOM IN THE COMMONS 1255
dramatically, radically new roles that individuals play in the
produc-
* 7
tion process.
The role of nonmarket enterprises in information and cultural
production has always been great, though appreciation for its
central-
ity has waned over the past two decades. Think, most
obviously, of
science and news. In science, perhaps more than in any other
cultural
form, the nonprofit academic enterprise, funded by government
grants, philanthropy, and teaching, has been the center of basic
sci-
ence, while market-based research was at the periphery. In
most
fields, the best scientists make the most fundamental advances
in aca-
demic settings. Firms then take this science, refine it, and then
apply
it. They do very valuable and important work, but the core of
the sci-
entific enterprise has been people who forgo monetary rewards
and
58. work instead for glory, immortality, or the pure pleasure of
learning
something new. If you think of news, the story is more mixed,
with
commercial providers like the New York Times or CNN
playing a
tremendously important role. Still, public professional
producers-
like NPR or PBS in the United States, or the BBC in the United
King-
dom-play a crucial role, far beyond what we usually see in, for
ex-
ample, automobile or wheat production.
The difference that the digitally networked environment makes
is its capacity to increase the efficacy, and therefore the
importance,
of many more, and more diverse, nonmarket producers. A
Google
search8 for "presidential debates," for example, shows CNN as
the
first commercial site to show up, but it is tenth on the list,
while C-
SPAN, a nonprofit funded by commercial cable providers
shows up
fifth. Both are preceded and surrounded by nonmarket
organizations,
like the Commission on Presidential Debates, a museum, an
academic
site, and a few political action sites. If you search for
"democracy" in
Google, PBS is the first media organization to show up, at
ninth
place, and no commercial entity shows up until a story in The
Atlantic
magazine some ninety-five links into the search. A number of
the
59. most highly ranked sites are nonprofit sites devoted to
disseminating
information about candidates. Consider for example what
Democra-
cyNet, the League of Women Voters website, created for the
city-
7. For a more complete description of commons-based peer
production, see generally Yo-
chai Benkler, Coase's Penguin, or, Linux and the Nature of the
Firm, 112 YALE L.J. 369 (2002).
8. The following sentences describe the state of the searches at
the time this Lecture was
delivered, in March of 2002.
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1256 DUKE LAW JOURNAL [Vol. 52:1245
council elections in Raleigh, North Carolina in 2001.9 What
one sees
as compared to, say, the local television news broadcasts-is a
facility
that allows individuals to post questions in writing to the
candidates
and that allows the candidates to respond directly. For
example, we
see each candidate's response to the question of whether or not
there
should be a living-wage ordinance. The site does not provide
pages on
pages of analysis-one might see a line or two, although some
60. candi-
dates may have written more in response to questions that are
more
central to their agenda. But you actually see the difference
between
the candidates on this particular question. It is worth going to
the site
and looking around. The point here is that because of the low
capital
costs, a nonprofit organization is capable of providing
information
down to the level of city council elections that is richer than
anything
we have gotten from the commercial broadcast media. There is,
then,
both an increase in the number of nonmarket producers and an
in-
crease in their effectiveness.
The networked information economy departs more dramatically
from the industrial information economy in the possibilities it
opens
for radically decentralized collaborative production, a
phenomenon I
call "peer production." Peer production describes a process by
which
many individuals, whose actions are coordinated neither by
managers
nor by price signals in the market, contribute to a joint effort
that ef-
fectively produces a unit of information or culture. Now this is
not
completely new. Science is built by many people contributing
incre-
mentally-not operating on market signals, not being handed
their
61. research marching orders by their dean-but independently
deciding
what to research, bringing their collaboration together, and
creating
science. The Oxford English Dictionary was created in roughly
the
same way in the nineteenth century-laboriously and over many
years. But what we see in the networked information economy
is a
dramatic increase in the importance and the centrality of
information
produced in this way.
Free software has become the quintessential instance of peer
production in the past few years. Over 85 percent of emails are
routed
using the sendmail software that was produced and updated in
this
way. Over the past six years the Apache web server software
has risen
from being nonexistent to capturing over 60 percent of the
market in
server software. Choosing the server software that runs one's
site is
9. DemocracyNet, at http://www.dnet.org (last visited Apr. 12,
2003) (on file with the
Duke Law Journal).
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2003] FREEDOM IN THE COMMONS 1257
62. not a situation in which a few hundred or a few thousand
dollars will
cause a company to adopt a particular application, but superior
per-
formance will, and it is in such a market that we see
tremendous
adoption of software produced by peer production. Similarly,
Win-
dows NT and Sun's Solaris are steadily losing ground to the
GNU/Linux operating system, which is produced in this way
and al-
ready runs on some 30 percent of servers connected to the Web.
While free software is the most visible instance of peer produc-
tion, in fact, peer production is ubiquitous in the digitally
networked
environment. We see it happening all around. Think of the web
itself.
Go to Google, and plug in any search request. The particular
collec-
tion of information you see did not exist before you actually
ran the
search, and now it exists on your search page. How was it
produced?
One nonprofit, another person who is a hobbyist, a third
company
that has as part of its business model to provide certain
information
for free-all sorts of individuals and groups, small and large,
combine
on your Google results page to provide you the information you
wanted.
But we also see this phenomenon occur less diffusely as
63. well.1o
The Mars "clickworkers" project was an experiment run by
NASA
that allowed 85,000 people to collaborate on mapping Mars
craters."
People looked at images of Mars's surface online and mapped
craters,
and after six months, when NASA did an analysis comparing
the re-
sults from the Internet to the mapping done by the trained
Ph.D.s
they had used previously, they described the outcomes as
"practically
indistinguishable."'2 Massive multiplayer online games, like
Ever-
Quest or Ultima Online, are another example. There, thousands
or
tens of thousands of people play a game whose effect is to tell
a story
together, instead of going to the movies and receiving the story
as a
finished good.13
Or compare "Wikipedia" (www.wikipedia.com), an online
ency-
clopedia produced by distributed contributors, to
encyclopedia.com,
produced by Columbia Encyclopedia. Look up the term
"copyright"
on encyclopedia.com and you see "right granted by statute to
the
10. The descriptions in the following paragraphs are capsules
of more complete descrip-
tions of these peer production enterprises in Benkler, supra
note 7, at 381-400. Documentation
64. and references for the descriptions can similarly be found
there.
11. Id. at 384 (citation omitted).
12. Id.
13. Id. at 389-90.
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1258 DUKE LA W JO URNAL [Vol. 52:1245
author," etc., and there is a bit of analysis, and some discussion
of the
Berne Convention, for example, and so on. Now we go to
Wikipedia,
enter the same search term, and we see a similar copyright
discussion.
One might agree or disagree with it, as one might, as a
professional,
agree or disagree with any short encyclopedia definition. But it
is
there, it is plausible, it may even be better than the definition
offered
in encyclopedia.com, and it is collaboratively produced by
about 2000
volunteers.
But how are we supposed to know whether any of this is any
good? What creates relevance and accreditation? The Internet
also
provides instances of relevance and accreditation happening
65. through
distributed peer production. Two examples are the Open
Directory
Project (dmoz.org), a collaboration of about 40,000 people
working to
create a human-edited directory based on the model of Yahoo,
and
Slashdot, a technology news site collaboratively produced by
about
250,000. Again let me just give you a feel. Let us use the
directory to
find Internet law journals. Yahoo lists three Internet-related
law
journals under the relevant category: Internet Law Journal,
Journal of
Online Law, and Pike and Fischer Internet Law and Regulation.
For
comparison, there are twenty-nine different Internet law
journals un-
der the same category in the Open Directory Project, including
all the
law school journals. Slashdot is another extremely
sophisticated ex-
ample of how relevance is manufactured by people essentially
voting
and commenting on one another. Slashdot uses a system of peer
re-
view, not among a small group of academics, but among a
quarter of a
million users.14
This Friday, for example, there was some discussion on
Slashdot
of something near and dear to the hearts of some people here,
the Se-
curity Systems Standards and Certification Act (SSSCA)," an
66. exten-
sion of the Digital Millennium Copyright Act (DMCA)'6 that
would
effectively require all hardware to be designed so that it could
enforce
intellectual property rights or restrictions imposed by
intellectual
property owners. We see a post early on, listing some sources
on ef-
fects of the SSSCA, and then over the next two days, 792
comments
14. Id. at 393-96 (citing Open Source Dev. Network, Inc.,
Slashdot: News for Nerds, Stuff
That Matters, at http://slashdot.org).
15. This was circulated as a staff working draft around the date
that the Lecture was given.
Copies of the then-circulating draft can be found at
http://cryptome.org/sssca.htm. A later ver-
sion of this bill was introduced as Consumer Broadband and
Digital Television Promotion Act,
S. 2048, 107th Cong. (2002).
16. Pub. L. No. 105-304, 112 Stat. 2860 (1998) (codified in
scattered sections of 17 U.S.C.).
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2003] FREEDOM IN THE COMMONS 1259
were created by different people reading the story. How do we
67. know
which of these 792 we might want to read? They are all peer
re-
viewed, and we can organize them in the order in which they
were
ranked by the peer reviewers-by other users who say whether
the
comment is high or low quality, relevant or irrelevant, etc. It is
not
that one person votes it up or down, but ten, fifteen, or maybe
more
people vote, and the comment moves according to their
combined
judgments. At the top of the list, for example, we see a list of
things
you ought to take into consideration in writing your
congressperson
to tell them to oppose this bill, including strategic
considerations: "if
your congress-critter is a democrat, do this, and if your
congress-
critter is a republican, do that"-and then continued discussions
about whether the letter should be typed or handwritten, and so
on,
again organized in terms of how useful the conversation is
determined
to be by the system of peer review. Managing the flow of
comments
from a quarter of a million users is an immensely complex task,
and
one that Slashdot performs, like the Open Directory Project,
through
radically distributed production.
How do these decentralized relevance- and accreditation-
68. production enterprises compare to market mechanisms for
ascer-
taining relevance? Perhaps most interesting in this regard is the
com-
petition between Google and Overture. Google ranks search
results
based on counting "votes," as it were, that is, based on how
many
other websites point to a given site. The more people who think
your
site is sufficiently valuable to link to it, the higher you are
ranked by
Google's algorithm. Again, accreditation occurs on a widely
distrib-
uted model, in this case produced as a byproduct of people
building
their own websites and linking to others. Overture is a website
that
has exactly the opposite approach. It ranks sites based on how
much
the site pays the search engine. So we have a little experiment,
the
market vs. distributed voting. How do these compare?
Here is what Google produces when we search for "Barbie":
We
see barbie.com, with "Activities and Games for Girls Online!",
and
we see barbiebazaar.com, with "Barbie, Barbie dolls, Barbie
doll
magazine, etc.," but then very quickly we start seeing sites like
adios-
barbie.com, "A Body Image Site for Every Body." We see more
Bar-
bie collectibles, but then we see "Armed and Dangerous, Extra
Abra-
69. sive: Hacking Barbie with the Barbie Liberation Organization."
Further down we see "The Distorted Barbie," and all sorts of
other
sites trying to play with Barbie.
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1260 DUKE LA W JOURNAL [Vol. 52:1245
What happens when we run the same search on Overture, the
search engine used by Go.com, which is the Internet portal
produced
by Disney? We get "Barbies, New and Preowned" at Internet-
doll.com, BarbieTaker wholesale Barbie store, "Toys for All
Ages" at
Amazon.com, and so on. The Barbie Liberation Organization is
no-
where to be found. Whether Overture is better than Google's
list de-
pends on whether you are shopping for Barbie dolls or
interested in
understanding Barbie as a cultural phenomenon, but it certainly
is not
normatively neutral, and it certainly offers a narrower range of
in-
formation sources. Unsurprisingly, different things emerge
when the
market determines relevance than when people vote on what is
most
important to them. For those who find the choices of market
actors a
persuasive source of insight, it is at least interesting to note
70. that AOL
replaced Overture with Google as its search engine in 2002,
and uses
the Open Directory Project database for its directory.17
C. The Impact of the Change
In all these communities of production, individuals band to-
gether, contributing small or large increments of their time and
effort
to produce things they care about. They do so for a wide range
of rea-
sons-from pleasure, through socially and psychologically
rewarding
experiences, to economic calculation aimed at receiving
consulting
contracts or similar monetary rewards. At this point, what is
impor-
tant to see is that these efforts mark the emergence of a new
mode of
production, one that was mostly unavailable to people in either
the
physical economy (barring barn raising and similar traditional
collec-
tive efforts in tightly knit communities) or in the industrial
informa-
tion economy. In the physical world, capital costs and physical
dis-
tance-with its attendant costs of communication and
transportation-
mean that most people cannot exercise much control over their
productive capacities, at least to the extent that to be effective
they
must collaborate with others. The digitally networked
environment
enables more people to exercise a greater degree of control
71. over their
work and productive relationships. In doing so, they increase
the
productivity of our information and cultural production system
beyond what an information production system based solely on
the
proprietary industrial model could produce.
17. Benkler, supra note 7, at 392.
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2003] FREEDOM IN THE COMMONS 1261
III. SOME THOUGHTS ON THE POLITICAL MORALITY
Assume, for a moment, that you are willing to accept, even pro-
visionally, my basic economic claim that the information and
culture
component of our economy will be able to sustain, or even
improve,
productivity and growth, while at the same time allowing
individuals
to participate in many more diversely organized productive
enter-
prises, both market-based and nonmarket-based, than was
possible in
the industrial information economy. How does the possibility
of re-
ducing the extent to which information and culture is owned,
and in-
creasing the extent to which it is produced outside the
72. commercial,
concentrated system, affect the domains of democracy,
autonomy,
and social justice?
Recall my little mapping of liberal societies relative to each
other
along vectors of how well they fulfilled the core liberal values
of
autonomy, democracy, and social justice. You could imagine
Saudi
Arabia perhaps somewhere close to the origin, and you could
imagine
the U.S. and Germany placed elsewhere, with the U.S. higher
up
along the autonomy axis, the two of them roughly equivalent on
the
dimension of democracy, though in different ways, and
Germany far-
ther out on the social-justice axis. In practical political debate,
pro-
ductivity intersects with these three dimensions, creating an
efficient
limit on the possibility of pragmatic fulfillment of different
values. We
are not going to move toward democratic wheat production
because
we want to eat bread. We have severe limits, in the United
States in
particular, on social justice, which are usually justified in
terms of
productivity. Productivity sets a limit on the political
imagination.
Now, if it is the case, as I suggest, that productivity can be sus-
tained with nonproprietary and nonmarket production, and if it
73. is the
case, as I will suggest to you in the remainder of the talk, that
(1) pro-
prietary- and market-based production have systematic
dampening
effects on democracy, autonomy, and social justice, and (2)
nonpro-
prietary commons-based production, as well as other nonmarket
pro-
duction, alleviate these dampening effects, then two things
follow.
First, if the networked information economy is permitted to
emerge
from the institutional battle, it will enable an outward shift of
the
limits that productivity places on the political imagination.
Second, a
society committed to any positive combination of the three
values
needs to adopt robust policies to facilitate these modes of
production,
because facilitating these modes of production does not
represent a
choice between productivity and liberal values, but rather an
oppor-
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1262 DUKE LAW JOURNAL [Vol. 52:1245
tunity actually to relax the efficient limit on the plausible set
of politi-
74. cal arrangements available given the constraints of
productivity.
So let me speak about the relationship between democracy,
autonomy, and social justice and the choice between a more
concen-
trated and commercial information and cultural production
system
and one that is more decentralized and includes more
nonmarket
production.
A. Democracy
The industrial model of mass media communications that domi-
nated the twentieth century suffers from two types of
democratic
deficits that could be alleviated by a greater role for commons-
based
production. The first deficit concerns effective political
participation,
the second deficit concerns cultural politics, or the question of
who
gets to decide the cultural meaning of social choices and
conditions.
Both deficits, and the potential role of emerging trends in
information
production in redressing them, are already present in the
examples I
gave of the emergence of nonmarket and radically
decentralized pro-
duction. DemocracyNet and Adios Barbie are the most obvious.
The primary thrust of the first deficit is the observation that in
75. the mass-mediated environment only a tiny minority of players
gets to
participate in political public discourse and to affect
decisionmaking
directly. As Howard Jonas, chairman of a growing
telecommunica-
tions company, incautiously described his ambitions, "Sure I
want to
be the biggest telecom company in the world, but it's just a
commod-
ity.... I want to be able to form opinion. By controlling the
pipe, you
can eventually get control of the content."'8 The high cost of
mass
media communications translates into a high cost of a seat at
the table
of public political debate, a cost that renders individual
participation
all but impossible. The digitally networked environment makes
it pos-
sible for many individuals and groups of similar beliefs to band
to-
gether, express their views, organize, and gain much wider
recogni-
tion than they could at a time when gaining recognition
required
acceptance by the editors of the mass media.
This claim is the most familiar of the political economy claims
that I will make here. It largely tracks the fairly well-known
critique
of mass media and democracy, in particular regarding media
concen-
18. Ann Wozencraft, For IDT, The Bid Flameouts Light Its
Fire, N.Y. TIMES, Jan. 28, 2002,
76. at C4.
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2003] FREEDOM IN THE COMMONS 1263
tration, that has been part of academic and public discourse
over me-
dia policy throughout at least the second half of the twentieth
cen-
tury.'9 The primary difference represented in my position is
that the
solutions that the Internet makes possible are radically
different from
those that dominated the twentieth-century debate. In the
second half
of the twentieth century, concerns about the effects of mass
media on
political discourse resolved into support for government
regulation of
the mass media. In the United States, solutions took the form of
lim-
ited regulation of media companies-such as the fairness
doctrine in
broadcast or various carriage requirements in cable. In Europe,
they
took the form of more extensive government ownership or
control of
these media. These regulatory solutions, however, created
opportuni-
ties for government abuse and political manipulation, while at
the end
77. of the day providing a pale reflection of widespread
participation in
discourse.
The possibility of sustainable, widely accessible and effective
communications by individuals or groups, organized on- or
offline,
makes possible direct democratic discourse. It creates direct
means
for the acquisition of information and opinion. It offers the
tools for
its production and dissemination to a degree unattainable in the
mass-
mediated environment, no matter how well regulated. Now, this
widespread, cacophonous constellation of voices is not
everyone's
idea of an attractive democracy. When the Los Angeles Times
and the
Washington Post sued a conservative website called The Free
Repub-
lic Forum for copyright violations, the judge clearly had in
mind the
role of "the Press" in the industrial model as central to
democratic
discourse, while regarding discourse among actual individual
con-
stituents as secondary.20 The website enabled conservative
partici-
pants to post stories they had read in various papers and then
com-
ment on these stories--sometimes about the liberal prejudices
of the
very media outlet they used. The newspapers argued that
engaged
78. 19. E.g., C. EDWIN BAKER, ADVERTISING AND A
DEMOCRATIC PRESS (1994) (arguing
that advertising distorts and diminishes the mass media's
contribution to a free and democratic
society and suggesting solutions); C. EDWIN BAKER, MEDIA,
MARKETS, AND DEMOCRACY
(2002) (discussing what a lack of paternalism and a
commitment to democracy means for media
policy); NEIL POSTMAN, AMUSING OURSELVES TO
DEATH: PUBLIC DISCOURSE IN THE AGE
OF SHOW BUSINESS (1985) (lamenting the centrality of
television as the preeminent American
news medium).
20. See Los Angeles Times v. Free Republic, No. CV-7840
MMM (AJWx), 2000 U.S. Dist.
LEXIS 5669, at *38-39 (C.D. Cal. Apr. 5, 2000) (holding that
the "[d]efendants have not met
their burden of demonstrating that verbatim copying of all or a
substantial portion of plaintiffs'
articles is necessary to achieve their critical purpose").
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1264 DUKE LAW JOURNAL [Vol. 52:1245
discourse may well be fine, but not with their materials. The
judge
agreed, and prohibited the site from posting copies of the
newspa-
pers' stories as part of its discussion forum. In the judge's
mind, the
79. only serious threat to democracy would arise if the newspapers
were
prevented from making as much money as possible to fund
their
journalistic role. The actual political discourse that she was
inhibiting
took a back seat in her democratic calculus.
The Free Republic case crystallizes the democratic stakes in
the
debate over the relative role of nonproprietary, nonmarket
produc-
tion and the exchange of information. Maintaining a heavily
market-
based system requires definition and enforcement of property
rights.
These rights, in turn, usually take the form of burdening
individual
constituents and groups in their own exchanges, so that they
may be
made to pay the market-based provider. The core questions
from the
perspective of democratic theory are these: what are the
respective
roles of large, commercial media and smaller scale, nonmarket
fora in
democracy? Which is more valuable to democratic discourse?
The
strongest arguments in favor of strong media come from
Sunstein and
Netanel. Sunstein's core claim is that the mass media provide a
com-
mon language, a common agenda, and a set of images with
which to
create a common discourse. Without these, he argues, we shall
be a
80. nation of political narcissists, incapable of true political
discourse.21
Netanel's most important claim is that the resources and
market-
based economic heft that the commercial mass media have is
abso-
lutely necessary, in the presence of powerful government and
power-
ful business interests, to preserve the independence and critical
force
of the Fourth Estate as watchdog of our democratic system of
gov-
ernance.22
The relationship between democracy and the structure of infor-
mation production cannot, however, be considered as though
we were
designing an ideal state. The beginning of the twenty-first
century is
not typified by a robust public sphere populated by newspaper
read-
ers debating the news of the day and commentary in the
idealized cof-
feehouses of London. Today's society is a thoroughly
unattractive sys-
tem for democratic communication, where money talks and
everybody who wants to speak must either raise vast sums of
money
or rely on a large endowment. The commercial mass media that
we
21. CASS SUNSTEIN, REPUBLIC.COM 99-103 (2001).
22. Neil Weinstock Netanel, Market Hierarchy and Copyright
in Our System of Free Ex-
81. pression, 53 VAND. L. REV. 1879, 1919 (2000).
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2003] FREEDOM IN THE COMMONS 1265
actually have suffer from two major deficits-the Berlusconi
effect
(or, more charitably the Bloomberg effect), of powerful media
own-
ers using their media to achieve political power, and the
Baywatch ef-
fect, the depoliticization of public conversation. To ask the
creators of
"Survivor" and "Who Wants to Marry a Millionaire?" to be the
source of our common political discourse is sad. To rely on
them to be
the Cerberus of a democracy otherwise conceived as lifeless
enough
to be largely a power struggle among bureaucratic and business
elites
is tragic. As against this backdrop, the shift to a networked
informa-
tion economy is a substantial improvement. The wealth of
detailed in-
formation made possible through DemocracyNet, the richness
of
conversation on a site like Kuro5hin23 perhaps will not change
the po-
litical world, but they will offer substantial outlets for more
attractive
democratic practices and information flows than we saw in the
82. twen-
tieth century.
What radical decentralization of information production prom-
ises is the correction of some of the main maladies of the
electronic
mass media-the centralization of power to make meaning, the
in-
creased power of corporate interest in influencing the agenda,
and the
inescapable sound-bite character of the discussion.
The second democratic deficit of the mass-mediated
communica-
tions environment concerns what some, like Niva Elkin
Koren24 and
William Fisher,25 have called "semiotic democracy," a term
originally
developed by John Fiske to describe the extent to which a
medium
permits its users to participate in structuring its message.26 In
the mass
media model, a small group of actors, focused on maintaining
and
shaping consumer demand, has tremendous sway over the
definition
of meaning in society-what symbols are used and what they
signify.
The democracy implicated by this aspect is not political
participation
in formal governance, but rather the extent to which a society's
con-
stituents participate in making sense of their society and their
lives. In
83. the mass media environment, meaning is made centrally.
Commercial
mass media owners, and other professional makers of meaning
who
23. Kuro5hin, Front Page, at http://www.kuro5hin.org (last
visited Apr. 12, 2003) (on file
with the Duke Law Journal).
24. Niva Elkin-Koren, Cyberlaw and Social Change: A
Democratic Approach to Copyright
Law in Cyberspace, 14 CARDOZO ARTS & ENT. L.J. 215, 233
(1996). Elkin-Koren called it par-
ticipation in meaning-making processes.
25. William Fisher, Theories of Intellectual Property, in NEW
ESSAYS IN THE LEGAL AND
POLITICAL THEORY OF PROPERTY 193 (Stephen R.
Munzer ed., 2001).
26. JOHN FISKE, TELEVISION CULTURE 95 (1987).
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1266 DUKE LAW JOURNAL [Vol. 52:1245
can buy time from them, largely define the terms with which
we think
about life and develop our values. Television sitcoms, Barbie
dolls,
and movies define the basic set of symbols with which most of
us can
84. work to understand our lives and our society. In the pervasively
net-
worked environment, to the contrary, meaning can be produced
col-
laboratively, by anyone, for anyone. Again, as with public
political
discourse, this will result in a more complicated and
variegated, per-
haps less coherent, story about how we should live together as
con-
stituents of society. But it will be a picture that we made, not
one
largely made for us and given to us finished, prepackaged, and
mas-
sively advertised as "way cool."
B. Autonomy
Autonomy, or individual freedom, is the second value that I
sug-
gest can be substantially served by increasing the portion of
our in-
formation environment that is a commons and by facilitating
non-
market production. Autonomy means many things to many
people,
and some of these conceptions are quite significantly opposed
to oth-
ers. Nonetheless, from an autonomy perspective the role of the
indi-
vidual in commons-based production is superior to property-
based
production almost regardless of the conception one has of that
value.
First, the mass media model, and its core of an owned and con-
85. trolled communications infrastructure, provides substantial
opportu-
nities for individuals to be manipulated by the owners of the
media.
That is, for any number of business reasons, media owners can
decide
to disclose or reveal information to their consumers, or change
the ef-
ficacy with which certain information is available to certain
users.
When they do so, they can, if they choose to, shape the options
that
individuals know about. For example, in a 1999 technical white
pa-
per," Cisco Systems described a new router that it planned to
sell to
cable broadband providers. The paper described a variety of
advan-
tages that this "policy router" could offer providers. For
example, if
users decided that they wanted to subscribe to a service that
"pushes"
information to their computer, the Cisco paper tells the
broadband
provider:
27. Center for Digital Democracy, Cisco 1999 White Paper:
Controlling Your Network--A
Must for Cable Operators, at
http://www.democraticmedia.org/issues/openaccess/cisco.html
(last
visited Apr. 12, 2003) (on file with the Duke Law Journal).
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86. 2003] FREEDOM IN THE COMMONS 1267
You could restrict the incoming push broadcasts as well as
subscrib-
ers' outgoing access to the push site to discourage its use. At
the
same time, you could promote your own or a partner's services
with
full speed features to encourage adoption of your services.2
For example, AOL Time Warner could, as a practical matter,
speed
up access to CNN.com, while slowing down Fox News. News
Corp.
would be left to pursue a similar deal with Comcast, and so
forth.
Such shaping of the information flow to an individual in order
to
affect what the individual knows about, and thereby to affect
that
person's likely behavior, is quite plainly an offense against the
indi-
vidual's substantive capacity to plan and pursue a life plan that
is his
own, rather than scripted for him by another. When the
opportunities
to manipulate in this way emerge as a product of laws and
public pol-
icy-such as an FCC decision not to require cable broadband
opera-
tors to allow competitors to offer services that, for example,
might re-