Technologies and Politics of Control - User contributions [en]

Final Projects

2015-05-12T20:31:45Z

Andy:

{{AssignmentCal}}

<big><big><big><big>[http://www.extension.harvard.edu/course-evaluations HES course evaluations are now live. Please go here to fill it out.]</big></big></big></big>

== Instructions ==

''Please name your file "wikiusername_Final," where "wikiusername" is replaced with your username, to avoid overwriting someone else's assignment or causing errors in the Wiki by including forbidden characters.'' So if your username is "jdoe" and your file is a Word document your file should be named "jdoe_Final.doc."

'''Upload your file here: [http://cyber.law.harvard.edu/is2015/Special:Upload Upload file]

Once you've uploaded your file, please link to it following the format below:

*Name or Pseudonym:
*Title:
*Link:

If you have trouble finding the file you uploaded, check the [http://cyber.law.harvard.edu/is2015/Special:ImageList list of uploaded files].

<big><big>'''Also, the course evaluation is now live. [http://www.extension.harvard.edu/course-evaluations Log in to the HES website] to complete the evaluation.'''</big></big>

==Submissions ==

----

Name: Erika L Rich

Title: Reputation Management and Ethical Considerations for Members of the Warrior Forum Message Board

Link: [[File:LSTU_E120_Erika_Rich_FINAL_PAPER.docx]]

[[User:ErikaLRich|ErikaLRich]] ([[User talk:ErikaLRich|talk]]) 21:51, 10 May 2015 (EDT)

----
----
Name: Emily MacIntyre (EmiMac)

Title: Final Project: Analyzing the Regulatory Constraints and Chilling Effects of YouTube’s Content ID Sweep through a Representative Survey of the Nintendo Let’s Play Community

Link: http://cyber.law.harvard.edu/is2015/File:Emily_MacIntyre_Final_Project.pdf

[[User:EmiMac|EmiMac]] ([[User talk:EmiMac|talk]]) 09:52, 11 May 2015 (EDT)
----
Name: MattK

Title: Does the Hammer Ring True?: Assessing John Scalzi's Mallet of Loving Correction

Link: http://cyber.law.harvard.edu/is2015/File:MattK_Assignment5.docx

[[User:MattK|MattK]] ([[User talk:MattK|talk]]) 18:43, 11 May 2015 (EDT)
----

Name: Batjarks

Title: Mobile Alliance for Maternal Action

Link: http://cyber.law.harvard.edu/is2015/File:BrookeTjarksFINAL.docx

[[User:Batjarks|Batjarks]] ([[User talk:Batjarks|talk]]) 21:30, 11 May 2015 (EDT)
----

Name: Hernando Romero & Michelle Byrne

Title: Privacy in Online Forum AfterSilence.org: Balancing Privacy for Victims of Sexual Crimes with Opportunity for Support

Link: http://cyber.law.harvard.edu/is2015/File:HRomero_ChellyByrne_Final.pdf

[[User:Chelly.byrne|chelly byrne]] ([[User talk:Chelly.byrne|talk]]) 12:42, 12 May 2015 (EDT)
----

Name: ChanelRion

Title: We The Judges: "SiteJabber"

Link: http://cyber.law.harvard.edu/is2015/File:Assignment4_Final_Draft.docx

[[User:Chanel Rion|Chanel Rion]] ([[User talk:Chanel Rion|talk]]) 12:57, 12 May 2015 (EDT)

----

Name: Kelly Wilson

Title: Buycott: Empowering Political Consumption Under A Veil of Political Neutrality

Link: http://cyber.law.harvard.edu/is2015/File:Kelly_Wilson_Final.docx

[[User:Kelly.wilson|Kelly.wilson]] ([[User talk:Kelly.wilson|talk]]) 13:50, 12 May 2015 (EDT)

-----

Name: Becca Lewis

Title: /r/TwoXChromosomes: The challenges of maintaining a female-centric space on Reddit

Link: http://cyber.law.harvard.edu/is2015/File:Beccalew_assignment5.docx

[[User:Beccalew|Beccalew]] ([[User talk:Beccalew|talk]]) 14:33, 12 May 2015 (EDT)

----
Name: Tasha

Title: Exploring The Complexity of Rapidly Evolving Information in a bodybuilding, the Challenges of Quality Assurance

Link: http://cyber.law.harvard.edu/is2015/File:Tasha_Final_Project.docx

[[User:Tasha|Tasha]] ([[User talk:Tasha|talk]]) 15:17, 12 May 2015 (EDT)

----
Name: Ryan Hurley

Title: BarstoolSports.com’s Civil War: An Evaluation of the “Success” of the Comment Section regulations

Link: http://cyber.law.harvard.edu/is2015/File:Barstool_Politics_of_Control_FINAL.pdf

[[User:Rhurls|Rhurls]] ([[User talk:Rhurls|talk]]) 15:32, 12 May 2015 (EDT)

----
Name: Alex Samaei

Title: Influence of Reddit on Kickstarter Campaigns

Link: http://cyber.law.harvard.edu/is2015/File:Samaei1_Final.pdf

[[User:Samaei1|Samaei1]] ([[User talk:Samaei1|talk]]) 16:18, 12 May 2015 (EDT)

----
Name: JosefinS

Title: A case study on the children's website Kidzworld and how they deal with threats against being an empowering environment for children.

Link: http://cyber.law.harvard.edu/is2015/File:JosefinS_Kidzworld.pdf

[[User:JosefinS|JosefinS]] ([[User talk:JosefinS|talk]]) 16:21, 12 May 2015 (EDT)
----

Final Project

2015-05-12T20:31:34Z

Andy:

{{AssignmentCal}}

<big><big><big><big>[http://www.extension.harvard.edu/course-evaluations HES course evaluations are now live. Please go here to fill it out.]</big></big></big></big>

'''DUE MAY 12, 2015'''

Class on May 12 will consist of [[Assignments#Extra_Credit|Extra Credit]] presentations and a final wrap-up.

== Description ==

The final project is a 3000-3500 word (about 12-14 pages, double spaced) research paper, built around taking the theoretical concepts about Internet control brought forward in the course and applying them to a particular online community. The final paper is a mix of observational and normative analysis, and requires students to do the following:

# ''Identify a particular online community'' – The community you select should be a social space, where members of the public interact online. It can be a particular website, a cluster of websites, or an online platform. It should not be so large as to encompass an entire population of users or the Internet as a whole, nor should it be so small a community that there’s no meaningful activity happening on at least a weekly basis.
# ''Identify a challenge the community is trying to address'' – All online communities are trying to achieve some ends, and face some obstacles to achieving those ends. A social media website may want to encourage social communication, but be concerned about privacy; a customer review website may want to encourage fair reviews of restaurants, but be concerned about information quality and falsehoods; a media hosting website may want to encourage good content, but be concerned about intellectual property and piracy; an online game may want to help users have fun, but be concerned about bullying or trolling. Think of a substantive issue that the community you have selected faces. It should be a substantial issue; the rest of the paper will be oriented around the issue you pick.
# ''Describe how different players regulate the community around this issue'' – Describe the different forces that govern the community around the issue you have selected, how those forces govern behavior, and what values they represent. This should lead with forces that are unique to this community or most relevant to the challenge you identified. For example, national law or high-level policy need only be discussed if it has a greater-than-average role to play in the particular community. We expect to see citations and references to the readings from the semester semester about observing online behavior and understanding forces of online control.
# ''Observe how this control (or lack thereof) helps regulate and shape the community around this issue, both positively and negatively'' – Using the readings from the semester and related research, analyze how different control decisions may shape the development of the community around the issue you have selected. As we’ll see in this semester’s readings, decisions on where and how to exercise control can have both positive and negative consequences, and can limit the ability of certain benefits that may flow from ungoverned spaces. Your analysis should cite the relevant readings from the class, and any observations or generalizations about the community should be supported with evidence where possible.

Remember that this is a course focused on the consequences of regulatory actions, and how different control choices open or close different opportunities on the Internet. Think in particular about any unintended consequences of using certain mechanisms of control, and whether alternatives means could be used to achieve the same result without similar consequences. Do you think the community strikes the right balance? What changes could they make to improve their handling of the issue you identified? Could some future event change their thinking around how the community is controlled? You may also compare your community with a similarly-sized community trying to do similar things, to see how other communities approach the same problem.

In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. If you do submit a paper, your paper should be 3000-3500 words, presented in a legible manner. (Most students submit 12-14 pages, double spaced, using a 12- point serif font, e.g. Times New Roman, Cambria, Palatino, etc.) If you submit through another medium, we shall expect a depth and level of analysis equivalent to that of an 12-14 page paper.

'''[[Assignments#Group_Work|You may work in groups]] as long as you let us know by March 24th.'''

==Format==
Your paper should be legibly presented and be no more than 3000 words. What works best for us is a paper 8-10 pages long, double spaced, using a [http://en.wikipedia.org/wiki/Serif serif] font (Times New Roman, Cambria, Palatino, etc.). Please upload your paper as a .doc, a .odt, or a .pdf.

You may use any commonly accepted style to cite your sources (Chicago, MLA, Bluebook, etc.), but please be consistent.

== Submissions ==

Please include your final project here, including wiki or real name(s) and title: [[Final Projects]]

Submit the final project on or before May 12th.

== Frequently Asked Questions ==

This section will aggregate some common questions that come up in the course of the project, drawn from emails with students.

Q1: How big or active should the online community be?

A1: The community should be active enough that there's on ongoing stream of activity to observe on the site - any community that has updates daily or at least a few times a week should work, provided it meets the other criteria of the project. Very large communities – Facebook, Twitter, Tumblr, YouTube, etc. – are simply too big to study behavior with any rigor. Some students have found success by honing in on a particular sub-community that presents the challenge you want to study.

== Partnership Interest ==

Main Page

2015-05-12T20:31:17Z

Andy:

<big><big><big><big>[http://www.extension.harvard.edu/course-evaluations HES course evaluations are now live. Please go here to fill it out.]</big></big></big></big>

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.

Main Page

2015-05-12T20:31:03Z

Andy:

<big><big><big><big>[http://www.extension.harvard.edu/course-evaluations HES course evaluations are now live. Please go here to fill them out.]</big></big></big></big>

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.

Extra Credit Submissions

2015-05-12T11:51:37Z

Andy:

{{AssignmentCal}}

'''This assignment is due on May 5th.''' Students who submit extra credit projects will receive a one-point increase in their final project grade. If you are presenting in class on the 12th, but do not have material to upload, please indicate so on the section below.

If you do plan on uploading a file, ''please name your file "wikiusername_extracredit," where "wikiusername" is replaced with your username, to avoid overwriting someone else's assignment or causing errors in the Wiki by including forbidden characters.'' So if your username is "jdoe" and your file is a PowerPoint document your file should be named "jdoe_extracredit.ppt."

Link to your extra credit below (either by [http://cyber.law.harvard.edu/is2015/Special:Upload uploading it to the wiki] or by linking to an external site) or indicate that you'd like to present your final paper. Please provide a short description of your project/the presentation you plan to give.

If you have trouble finding the file you uploaded, check the [http://cyber.law.harvard.edu/is2015/Special:ImageList list of uploaded files].

==Submissions==

Name: JosefinS

Description: My presentation will explain what my project was about and what I found in my studies.

Link to Assignment: http://prezi.com/kdxxnoxomc2t/?utm_campaign=share&utm_medium=copy&rc=ex0share

[[User:JosefinS|JosefinS]] ([[User talk:JosefinS|talk]]) 09:05, 3 May 2015 (EDT)
-----

Name: ChanelRion

Description: We the Judges: Sitejabber and Communities of User-Generated Reviews.

Type of Submission: In class presentation on the 13th.

Description: This presentation will be an overview of findings from my final project. This project surveys Sitejabber.com and explores by what mechanisms and architectures actors in the user-generated business-review community (like Yelp and Sitejabber) operate to determine the trustworthiness of unverifiable information/statements about businesses both on the ground and online.

[[User:Chanel Rion|Chanel Rion]] ([[User talk:Chanel Rion|talk]]) 18:19, 3 May 2015 (EDT)

----

Name: Mhoching

Type of Presentation: May 13, 2015 in class presentation

Description: My final project investigated social movements online with a focus on a particular hashtag on Twitter. The in class presentation will utilize a Twitter account to show findings of the final project while communicated in a powerpoint format. The presentation will be of an account formed on Twitter to deliver the findings, surveys, and progression of the project while simultaneously showing how the Twitter platform operates.

Link to assignment: https://twitter.com/LSTU15_mhoching

[[User:Mhoching|Mhoching]] ([[User talk:Mhoching|talk]]) 01:59, 5 May 2015 (EDT)

----
Name: HRomero and Chelly.Byrne

Description: This is a PowerPoint presentation of our paper, Privacy in Online Forum AfterSilence.org. It is best viewed as SlideShow (from beginning) with speakers on - and it will run through automatically. Good luck everyone!

Link to Assignment: http://cyber.law.harvard.edu/is2015/File:Privacy_in_Online_Forum_AfterSilence_-_FINAL.pptx#file

[[User:Chelly.byrne|chelly byrne]] ([[User talk:Chelly.byrne|talk]]) 11:27, 5 May 2015 (EDT)
----

Name: Gia

Description: This is a quick summary (PPTX) of the self regulation and internal control methods employed by 419Eater.com community.

Link to Assignment: http://cyber.law.harvard.edu/is2015/File:Gia_extracredit.pptx

([[User:Gia|Gia]] ([[User talk:Gia|talk]]))

______

Name: Rhurls

Description: My project was on the success of the Barstoolsports.com's comment section regulation as seen through the lens of Lessig and his four forces.

Link: http://prezi.com/lefdbchubj2e/?utm_campaign=share&utm_medium=copy&rc=ex0share

[[User:Rhurls|Rhurls]] ([[User talk:Rhurls|talk]]) 12:40, 5 May 2015 (EDT)
____

Name: Batjarks

Description: Powerpoint and oral presentation

Link: http://cyber.law.harvard.edu/is2015/File:MAMA.pptx

[[User:Batjarks|Batjarks]] ([[User talk:Batjarks|talk]]) 16:28, 5 May 2015 (EDT)
-----

Name: Caelum

Description: Did a youtube video singing a parody of Lorde's song Royals. (Please don't expect too much haha, but it was fun)

Link: https://youtu.be/Ru-jpJDc-f0

[[User:Caelum|Caelum]] ([[User talk:Caelum|talk]]) 19:35, 5 May 2015 (EDT)

------

Name: Kelly Wilson

Type of Presentation: May 12 in class presentation

Description: This is a PowerPoint presentation of my paper, Buycott: Empowering Political Consumption Under the Veil of Political Neutrality. I will give a verbal presentation. No audio needed.

Assignment: emailed to lstue120 [at] cyber [dot] law [dot] harvard [dot] edu

[[User:Kelly.wilson|Kelly.wilson]] ([[User talk:Kelly.wilson|talk]]) 10:41, 7 May 2015 (EDT)

----

Final Projects

2015-05-10T13:04:36Z

Andy: /* Submissions */

{{AssignmentCal}}

== Instructions ==

''Please name your file "wikiusername_Final," where "wikiusername" is replaced with your username, to avoid overwriting someone else's assignment or causing errors in the Wiki by including forbidden characters.'' So if your username is "jdoe" and your file is a Word document your file should be named "jdoe_Final.doc."

'''Upload your file here: [http://cyber.law.harvard.edu/is2015/Special:Upload Upload file]

Once you've uploaded your file, please link to it following the format below:

*Name or Pseudonym:
*Title:
*Link:

If you have trouble finding the file you uploaded, check the [http://cyber.law.harvard.edu/is2015/Special:ImageList list of uploaded files].

<big><big>'''Also, the course evaluation is now live. [http://www.extension.harvard.edu/course-evaluations Log in to the HES website] to complete the evaluation.'''</big></big>

==Submissions ==

Main Page

2015-05-04T19:51:48Z

Andy: /* Office Hours */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu. In addition, all three will be holding open office hours later on May 5th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype. If you plan to use Skype, please email us your username so we know where to find you.

'''Andy'''

5:00 - Chanel Rion (in person)

5:15 -

5:30

5:45

6:00 - Kelly Wilson (in person)

6:15

6:30

6:45

7:00

7:15

'''David'''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

'''Ryan'''

5:30 - Alexander Horn (In Person)

5:45

6:00

6:15

6:30

6:45

7:00

7:15

Template:AssignmentCal

2015-05-04T13:16:53Z

Andy:

<div class="editsection noprint editlink plainlinksneverexpand" align="right" style="float: right; margin: 5px; background:#eeeeff; color:#111111; border: 4px solid #dddddd; padding: 5px; text-align: left;">
<big>'''[[Assignments]]'''</big>

'''[[Assignment 1 Details and Reporting]]''' | [[Assignment 1 Submissions|Submissions]]<br />
''Due February 10''

'''[[Assignments#Assignment_2:_Prospectus| Assignment 2]]''' | [[Assignment 2 Submissions|Submissions]]<br />
''Due March 3''

'''[[Assignments#Group_Work|Working in a group?]]'''<br />
''Let us know by March 24''

'''[[Assignments#Assignment_3:_Project_Outline| Assignment 3]]''' | [[Assignment 3 Submissions|Submissions]]<br />
''Due March 31''

'''[[Assignments#Assignment_4: Rough Draft| Assignment 4]]''' | [[Assignment 4 Submissions|Submissions]]<br />
''Due April 28''

'''[[Assignments#Extra_Credit|Extra Credit]]''' | [[Extra Credit Submissions|Submissions]]<br />
''Due May 5''

'''[[Final Project]]''' | [[Final Projects|Submissions]]<br />
''Due May 12''

</div>

Main Page

2015-04-26T21:56:31Z

Andy: /* Office Hours */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu. In addition, all three will be holding open office hours later on May 5th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype. If you plan to use Skype, please email us your username so we know where to find you.

'''Andy'''

5:00 - ''Jane Example (Skype)''

5:15 - ''Joe Example (in person)''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

'''David'''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

'''Ryan'''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

Main Page

2015-04-26T21:56:03Z

Andy: /* Office Hours */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu. In addition, all three will be holding open office hours later on May 5th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype.

'''Andy'''

5:00 - ''Jane Example (Skype)''

5:15 - ''Joe Example (in person)''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

'''David'''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

'''Ryan'''

5:30

5:45

6:00

6:15

6:30

6:45

7:00

7:15

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-04-26T14:02:07Z

Andy: /* Readings/Watchings */

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

== Assignment 4 ==

[[Assignments#Assignment_4:_Rough_Draft|Assignment 4]] is due before class today. You can submit your assignment [[Assignment_4_Submissions|here]].

<onlyinclude>

== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [https://www.chillingeffects.org/pages/about About].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Studies

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

* [http://cyber.law.harvard.edu/node/98767 Radio Berkman #216: The Internet – A Yearbook] (5:58-15:13 only)

* [http://www.theguardian.com/us-news/2015/apr/21/walter-scott-video-footage-pr-firm-copyright Jon Swaine, Walter Scott: PR firm demands $10,000 from media outlets using shooting video]

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes"

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Powerpoint Slides from Class

2015-04-22T12:36:18Z

Andy:

(Slides from classes where the presenter has made them available will be collected and posted here.)

* [http://cyber.law.harvard.edu/is2015/File:Class_Days_1_and_2.pdf Introduction and Paradigms for Studying the Internet]

* [http://cyber.law.harvard.edu/is2015/File:Privacy_Day_1_Slides.pdf Privacy, Day 1]

* [http://cyber.law.harvard.edu/is2015/File:Series_of_Tubes_Slides.pdf A Series of Tubes: Internet Backbone and Net Neutrality]

* [http://cyber.law.harvard.edu/is2015/sites/is2015/images/Final_Project_overview.pdf Privacy, Day 2] (discussing the final project)

* [http://cyber.law.harvard.edu/is2015/sites/is2015/images/Privacy_3.pdf Privacy, Day 3]

* [http://cyber.law.harvard.edu/is2015/File:Speech_Day_1.pdf Speech, Day 1: Guiding Principles]

* [http://cyber.law.harvard.edu/is2015/sites/is2015/images/Civic_Engagement.pdf Speech, Day 2: Civic Engagement]

* [http://cyber.law.harvard.edu/is2015/sites/is2015/images/Copyright_and_Anticircumvention.pdf Copyright, Day 1]

* [http://cyber.law.harvard.edu/is2015/File:Peer_Production.pdf Peer Production]

Peer Production

2015-04-22T12:35:39Z

Andy:

{{ClassCalendar}}

'''April 21'''

Although the point may seem obvious now, one of the Internet’s most powerful attributes is how it can facilitate the social production of information or computing. From the earliest experiments with dividing memory-intensive tasks amongst different computers, to modern efforts to crowdsource solutions to challenging or urgent problems, peer production is a major benefit from our networked world. And it raises some interesting questions of both Internet control and production theory: How much hierarchy and control is needed to produce? How good is the material that peer production creates? Are there types of things that should not be produced by the crowd? What are the risks to producers and society inherent to peer production?

Joining us this week is Berkman Fellow [https://cyber.law.harvard.edu/people/sklein SJ Klein].

'''[http://cyber.law.harvard.edu/is2015/File:Peer_Production.pdf Download slides from this week's class]'''

<onlyinclude>

== Assignments ==

[[Assignments#Assignment_4:_Rough_Draft|Assignment 4]] is now due on April 28th, but they will be accepted if turned in today. You can submit your assignment [[Assignment_4_Submissions|here]].

== Readings ==

; Development from the edges

* [http://web.mit.edu/evhippel/www/democ1.htm Eric Von Hippel, ''Democratizing Innovation''] (Chapter 1, focus on pages 1-3 and 13-15, skim rest)

; Development as a crowd

* [https://cyber.law.harvard.edu/events/luncheon/2013/12/hergueux Jerome Hergeaux, Cooperation in a Peer Production Economy: Experimental Evidence from Wikipedia] (video, watch from beginning to 47:50)

* [http://video.mit.edu/watch/news-information-and-the-wealth-of-networks-9187/ Yochai Benkler, News, Information and the Wealth of Networks] (video, watch from 8:32 to 26:07)

:* if you’re not familiar, you may want to spend a little time looking at Wikipedia’s entry on [https://en.wikipedia.org/wiki/Seti@home Seti@home].

* [http://web.media.mit.edu/~cebrian/p78-tang.pdf John Tang et al, Reflecting on the DARPA Red Balloon Challenge (''Communications of the ACM'')]

; Crowd intelligence

* [http://www.randomhouse.com/features/wisdomofcrowds/excerpt.html James Surowiecki, ''The Wisdom of Crowds''] (read excerpt)

* [http://www.ethanzuckerman.com/blog/2006/11/30/cass-sunsteins-infotopia/ Ethan Zuckerman, Review of Cass Sunstein’s “Infotopia”]

== Optional Readings ==

* [http://www.theatlantic.com/technology/archive/2011/10/can-the-internet-bring-the-beginning-of-the-end-of-selfishness/246552/ Can the Internet Bring the Beginning of the End of Selfishness?]

* [https://en.wikipedia.org/wiki/Reliability_of_Wikipedia Wikipedia, Reliability of Wikipedia]

* [https://www.youtube.com/watch?v=1uJWwLVkKTU Jonathan Zittrain, Minds for Sale] (video, watch all)

* [http://rcmap.hatnote.com/#en Hatnote, Real Time Wikipedia Changes Map]

* [http://time.com/3040483/congress-wikipedia/ Congress Gets Banned From Editing Wikipedia]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

----

I usually prefer to attend class via the live streaming session because our conversations are brilliant and I learn a lot more, and can contribute much better in that interactive situation. The class has been brilliant.

'''That said, I've just had a work emergency come up which means I may not make the live portion.'''

I wanted to post a memory about SETI@Home... I remember joining in 1999 and had the app running on my computer, 24/7, for YEARS! I always thought it was the coolest collaborative effort utilizing desktops across the globe. I didn't care whether it found anything or not, I was always mesmerized by the data scrolling across the screen. Yes, it didn't take much to bedazzle me back then... :)

I started traveling more, and switched from a desktop to a laptop somewhere around 2002-2003 and that ended my SETI installation. I never got around to installing it again.

Also.

Speaking about innovation and technology, I think one of the biggest things to have hit the globe is 3D printing. While still a bit expensive, it still allows people to get into markets and innovate products and inventions almost immediately upon perception rather than struggling with finding someone to build their prototype, let alone finance it.

Eric Von Hippel wrote about an example of how users want to modify their own products, which was spot on. I remember watching an episode of Shark Tank where an inventor had built an electrical connector and had even used 3D modeling to produce a prototype if I recall correctly. I thought that was just about the coolest thing ever. How far technology has come that anyone, anywhere, can create products and services from nothing but their imagination and problem solving.

Another inventor created an auxilary handle for a snow shovel, again, using 3D technology to prototype it. This one I have a link for: http://blog.nextfab.com/join-the-shovelution-from-a-rapid-prototype-to-shark

We have to love the era we are in right now.

[[User:ErikaLRich|ErikaLRich]] ([[User talk:ErikaLRich|talk]]) 12:20, 21 April 2015 (EDT)

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Hey all, I'm screening the NYT at work this week and came across two articles that I thought would be relevant to share here:

Fighting homelessness with smartphones (a case for why technology has become a basic need):
http://www.nytimes.com/2015/04/15/upshot/fighting-homelessness-one-smartphone-at-a-time.html?abt=0002&abg=1

Europe formally challenges Google's dominance in web searches:
http://www.nytimes.com/2015/04/16/business/international/european-union-google-antitrust-case.html

Enjoy!

[[User:Kelly.wilson|Kelly.wilson]] ([[User talk:Kelly.wilson|talk]])

-----------

Hello Kelly. I worked on a NASA project in Astrobiology and one important question came up in regards to SETI. What if extraterrestrial beings are communicatiing through another medium such as light pulses? Then SETI would be completely missing their communication. Focusing on radio waves is kind of like a shot in the dark, and it may work, it may also yield interesting results in a completely different field related to radio waves. [[User:Hromero10|Hromero10]] ([[User talk:Hromero10|talk]]) 15:59, 21 April 2015 (EDT)
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'''Thumbs up for Zittrain Video'''

I usually post quite late, just before class, in case I think of something profound. Today I am posting early, firstly because experience has taught me profundity is unlikely in the hours remaining, and secondly to leave enough time that you might follow my thumbs-up for the [https://www.youtube.com/watch?v=1uJWwLVkKTU/ Jonathan Zittrain Minds for Sale Video] in the Optional Readings section of today’s assignment page. It is a little over 90 minutes, but I wish it were longer. It illuminates many of the questions I wrote in the margins of my notes on the other readings.

I was particularly interested in the discussion about the unusual world we are creating for ourselves as we begin to employ diverse human resources to perform tiny increments of work in return for pennies, points in a game, or nothing at all. Zittrain touches on the many imaginative ways that peer production, including the gamification of peer production, is employed. He asks whether our children will spend their leisure time making a few more dollars on their phones, rather than being a part of real/live activities. It is a fascinating discussion, very well presented.

I highly recommend venturing into this optional reading activity even if you don’t usually go there. If this subject area is at all interesting to you, Zittrain’s video is worthwhile.

[[User:Gary Brown|Gary Brown]] ([[User talk:Gary Brown|talk]]) 20:14, 20 April 2015 (EDT)
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In honor of peer production I would like to mention that I was inspired by Gary Brown’s post.

Gary, thank you so much for highlighting the “Minds for Sale” video. I agree that it does fill in the blanks and weave together themes from other reading. Zittrain offers a variety of examples of peer production in which communities work together under limited policies and control to benefit the public good. One of my favorite examples was the X Prize. I read about the X Prize in an advanced economics course at Pepperdine while working towards my MBA. Just like in Hergeaux’s Wikipedia experiment, or “Public Goods Game” individuals participating in the X Prize may forego their own financial gains in the event that their social image may be boosted. We can see also, just like in Creative Commons, individuals participating in the X Prize give up “right, title, and interest” to their work. Yet the potential benefit to both an individual company in charge of that specific X Prize, and public at large, can be monumental.

[[User:Batjarks|Batjarks]] ([[User talk:Batjarks|talk]]) 14:18, 21 April 2015 (EDT)
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While reading Eric Von Hippel’s Democratizing Innovation, particularly the passage about windsurfing, I was reminded of the first in-depth article I read about Twitter. I started my own account in January of 2009, but I rarely used it until that summer when I read an in-depth article about it in Time magazine. The article described how Twitter users – not the software team – developed the concept of the hashtag, as well as trending topics. Since that time, these innovations have more or less come to define Twitter as we know it. I specifically remember a quote likening Twitter’s use innovation to a group of people buying a toaster and transforming it into a microwave. This article was directly responsible for my increased usage of Twitter. At a time when Facebook was making sweeping changes to its platform, often to the dismay of its users, the idea of Twitter’s user-based innovation felt refreshing, democratic, and empowering.

What I was feeling is similar to what Yochai Benkler described about Wikipedia: that it has given us "a way of looking at the world around us and seeing the possibility of effective human cooperation, on really complex, large projects, without relying on either market or government processes” (of course, Twitter itself relies on the market, but its users do not necessarily). I was also struck by James Surowiecki’s arguments for the wisdom of crowds. I often fall into a trap of thinking that large groups succumb to the lowest common denominator or develop a mob mentality. However, the way Twitter users make use of hashtags should constantly be reminding me of the opposite. Consistently over the past several years, users have redefined media narratives that have traditionally excluded certain voices. For example, the #yesallwomen and #blacklivesmatter hashtags have given voices to women and African Americans and have launched conversations around gender and race in society in productive ways. It seems like I constantly hear about how the Internet makes us secluded, narcissistic, and vapid, so it was encouraging to read about the ways large numbers of users contribute to the public good through peer production.

[[User:Beccalew|Beccalew]] ([[User talk:Beccalew|talk]]) 12:05, 21 April 2015 (EDT)
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While learning about peer production on the internet, twitter came to mind, but also you tube, specifically in regards to the latest cases of police brutality that have been posted on line through You Tube, Instagram and other outlets. Along with the hashtag #blacklives matter, videos of police brutality have been crowd sourced in a non coordinated fashion by individuals and activists groups for many years now, and after all the video-body of evidence has been brought out in the open, a national conversation has begun about police and community relations, as well as racial profiling, the use of force and in general the american criminal justice system.

This is no small feat. No political organization could craft a message like this, no individual group could do it, no individual could ever do this on his own because the scope and complexity of the problem is beyond any one group or person to articulate, even less beginning a plan of action. And yet, comments from people who were not aware of this problem run the gamut of 'this country is becoming a police state' to 'I never thought it was this bad'. In reality, the problem has existed for the past 20-30 years, its just that now technology (video and phone cameras, plus access to the web)has made the evidence more visible to the general population. Let's not forget Rodney King's arrest was videotaped by somebody who happened to have one of those clunky video cameras the size of a briefcase, and the video went viral through the formal media outlets.

This is a form of spontaneous crowd sourcing through an informal (generic) platform and the results have been very specific and focused on a particular problem. [[User:Hromero10|Hromero10]] ([[User talk:Hromero10|talk]]) 15:02, 21 April 2015 (EDT)

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'''Motivations Behind Peer Productions? – Still Fundamentally Selfish'''

While the idea that the Internet will be—and has proven be—the great floodgate opener of magnanimity, global and community cooperation, is a pleasant one, and one that is not wrong, it still seems misguided to say that cooperation is not selfishly motivated – even, perhaps especially, for the Internet. What Benckler’s ''The Penguin and the Leviathan'' (Frick’s Atlantic article) calls the “end of selfishness” is a well-meaning idea that holds water but only to an extent. There is still an argument to be made that community cooperation is at its core, a selfish endeavor and is simply part of human nature. If we help it is either to make ourselves feel better about ourselves or to ease our current and future consciences, or simply to know that we have spent our time well on an effort we deem worthy. Selfishness has its good masks and its bad masks. And the mistake is to say that the Internet, from peer produced efforts, to creative commons, to free software, to Wikipedia, simply because it seems to not support the bad kind of selfishness (on the whole) doesn’t mean it is devoid of the positive selfishness. One might even argue that all this cooperation is still a mask of the most mass positive selfishness humanity has ever experienced. And we still have the Internet to thank.

From what we can gather in Frick’s article, Benckler explores why people take the time and effort to, without monetary gain or recognition even, invest in such activities such as Wikipedia. Benckler explores the many reasons why it may be that we sit down before a screen with seemingly altruistic efforts at contributing to the global pool of knowledge and enlightenment.

The positive selfishness argument can easily make a case that contributing to Wikipedia is an expression of our desire to a) confirm our understanding of a topic, or b) learn more about a topic ourselves.

Take another peer produced community, like, say, a guitar chord community; a place where guitarists will go online and tabulate popular songs for the rest of the community – motivations I think, are largely driven by users who wanted to learn a song, and by participating in a forum like UltimateGuitar.com, they force themselves to not only learn the song they aimed for, but they also get feedback from other users. So these users are not altruistically motivated to contribute to the pool of lost guitarists. They are self motivated – in other words, goodly selfish.

Drawing from my own experience in this class through our assignment editing Wikipedia pages -- something I was never interested in doing before and never understood why friends were so excited about doing it… it wasn’t until I started editing my article that I understood why it was actually FUN: I had chosen a topic I was interested in, but not necessarily an expert in – and even when I KNEW the information I was inputting into the article, I had to find reliable sources to back up my claims.

In the process I learned more about the topic. I found myself enjoying the fact that I was:

1) Confirming knowledge previously held, but most importantly,

2) Furthering knowledge: Learning myself facts and details I didn’t previously know. The last consideration was merely an endorphinesque feeling one gets after an intense run:

3) I was helping contribute to a worldwide web of knowledge about my topic.

While this third consideration was an important one in my experience with the Wikipedia editing assignment, I certainly order it as THIRD behind the first two motivations for contributing anonymously and without compensation.

I would be curious to read Benckler’s ''The Penguin and the Leviathan'' – but this week’s readings clarified ideas about Peer Produced motivations for me. Fundamentally, we are still selfishly motivated; it’s just a question of from what side of the tree we are being driven; the good side or the bad side.

[[User:Chanel Rion|Chanel Rion]] ([[User talk:Chanel Rion|talk]]) 15:37, 21 April 2015 (EDT)

-------

---------

The questions raised by Jonathan Zittrain in iLaw 2011: “Minds For Sale” and in in their lectures, like who is standing behind a common achievement, the copyright issues, are particularly interesting especially when adding up Internet. As the digital world is giving almost unlimited possibilities for anonymity a group work done online is making us ask ourselves to whom the achievements should be attributed but also who should be blamed in case of liability engaged?

James Surowiecki tell us about experiments leading to the conclusion that crowd’s results in completing a task are undeniably better than the results of the cleverest individuals, meaning that the majority is always right. The philosophy of this postulate has been largely discussed both defended and denied during the years and it is out of the scope of today’s reading to discuss it but what is important is to make a difference between “crowd” and “team”. In the case of the DARPA project balloons challenge, the quest was done by team of people having similar way of thinking, coming from the same educational background , trained to think and seek solutions using similar methods and technics. When we talk about randomly assembled individuals acting without having the same training to deal with certain situation we could easily come across well-intentioned but chaotic results. Wikipedia project which has been mentioned several times is a great example of group work but also shows that such kind of activity inevitably need to be organised if not centralised and all those efforts should be supervised. In the article about Wikipedia’s reliability the authors have quoted the result of an IBM research in 2003 which found that ''"vandalism is usually repaired extremely quickly—so quickly that most users will never see its effects" and concluded that Wikipedia had "surprisingly effective self-healing capabilities".''

There are areas like education and information, in which the more we get the better and even in case of misleading information, sources could be cross checked and conclusions could be grounded differently. On the other hand there are fields in which using the potential of the crowdsourcing to solve a problem could bring more problems than solutions and than the main issue of the anonymity in such will be standing again.
([[User:Gia|Gia]] ([[User talk:Gia|talk]]))
----

The best companies often work closely with their customers to uncover needs and wants that can be translated into new or improved product or service offerings. Companies using customer needs and preferences to modify current products into new and improved products and services; and how they are using social media for product innovation. Those using social media for product innovation are gaining business benefits, including more (and better) new product ideas or requirements, faster time to market, faster product adoption, lower product costs, and lower product development costs. According to Kenley and Poston (2015), more than 50% of the companies they surveyed were piloting their social media product innovations to some varying degrees. This has created product improvements, which creates increased market share and product revenue. Here is a link to their article: http://kalypso.com/downloads/insights/Kalypso_Social_Media_and_Product_Innovation_1.pdf.

Reading Von Hippel’s article really illumined the development of products and services over time. Personally, I have seen how many of my peers’ feedback (quite a few engineers) have been incorporated into product development, by merely providing feedback on the product failure and a solution on improving the product. Additionally, it is fascinating how the ability to innovate has become so inexpensive that individuals are filling a product need with very little training. If you look at the current market for phone applications, quite a number are being developed by laypersons. The tools for crafting high-quality developments are now so economical and universally accessible that individuals can innovate for themselves. Here is a great article on how a 12 year old learning to code and developing 5 apps: http://venturebeat.com/2013/08/14/this-12-year-old-kid-learned-to-code-on-codecademy-built-5-apps-and-is-speaking-at-sxsw/

Here is an interesting article writing about Uber and Airbnb as examples peer production (though not technologically) https://theumlaut.com/2014/04/09/how-uber-and-airbnb-resurrect-dead-capital/

[[User:Tasha|Tasha]] ([[User talk:Tasha|talk]]) 15:47, 21 April 2015 (EDT)

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The peer production’s existence would not appear without the participation and acceptance of the people around them. This brings out the best in people. This in fact would contribute to the final product. Yet I do agree with Zuckerman (ref 1), that it could be a two edged sword. To guess a jar of beans, if we are all equally likely to guess it, then the higher the sample, the more likely the mean is close to the actual number. Yet it was also true for the reverse if the likelihood was less than 50%. So that gives the quick summary of the advantages and disadvantages of peer production. It could yield great production due to the contribution of everyone, but it could also encounter problems that makes things worse.

Of course, when we focus on the optimistic; we could see that peer production does have its merits when done right. With peer production, a permission would not be required. More and more are accepting of it, such as the use of open source software that increases more collaboration on the internet. And as the video tells us (ref 2), after 5 years of Wikipedia’s creation, the accuracy of Britannia and Wikipedia were both considered “bad”; so in a way they were of the same level. Why then should peer production be excluded out then? It brings speedy information out which would be beneficial to news channels; such as obtaining photos, etc. I also like the idea of peer production for collaborations between teachers. I can’t exactly see what kind of strategies would be used; but I do see the value in this.

I’d like to draw upon the following quote.

“Social sharing and exchange emerge as a major modality of economic production” – Ref 2

I believe this is an important part of the video. Social sharing would become a big part of economic production. This also brings us to wonder what kind of regime are we under. This does sound a little… socialism in a way. Social sharing? Providing a little input for the common goal of something? Yet aren’t we under a capitalistic structure? Or has this shaped to be a hybrid of some sort. The internet may provide the type of regime we may eventually see in the future. The purpose of social sharing, peer production has been expressed quite strongly. It’s benefits and advantages could be seen too. If it’s good enough for BBC, then it must have it’s value somewhere.

Since I’m in finance, I’d like to talk about the collective evaluation of prices. As Hayek believes, it is the collective market’s participants that would derive in a just price for a product, it should also be the case for temperature, price of items, etc. I do understand and agree with Hayek that the market’s way of deriving in the correct price is always right. Afterall, the collective thoughts of millions must beat that of a few smart men. Though I do see the vulnerabilities of this. The advantages of this would only lie in things that could be quantified. Prices, weight, temperature, etc. It is, in my opinion, extremely faulty when dealing with ideas, ideals, thoughts, etc. Those issues cannot result in a mass deliberation that brings us closer to choosing the right regime, or some sort of universal justice we’ll all agree upon. In this sense, the greatest benefit of peer production would be formed on issues that could be quantified. Things that could not be quantified could achieve well if it were for a collective goal of producing something. If it were for some sort of deliberation, it would be extremely hard; and quite plausibly make us get further from the truth.

If we were to look at current examples on the internet that was a form of peer production, I think we need not look further than Twitter. It is fast, efficient, and quickly sharable of information. Retweets also help make a tweet more important to be viewed by the masses. Though as I mentioned above, these could have draw backs as well. If a piece of news is faulty, that would become viral in minutes, but costly the victim quite a bit of embarrassment. This power of peer production has it’s advantages and disadvantages, but as of now, I do not believe there is any way to control this. I think I am more interested in looking at peer production more of a regime form… sort of a light rhyme to socialism if you may.

References:

Ref 1 - http://www.ethanzuckerman.com/blog/2006/11/30/cass-sunsteins-infotopia/

Ref 2 - http://video.mit.edu/watch/news-information-and-the-wealth-of-networks-9187/

Ref 3 - http://www.randomhouse.com/features/wisdomofcrowds/excerpt.html

[[User:Caelum|Caelum]] ([[User talk:Caelum|talk]]) 15:53, 21 April 2015 (EDT)

File:Peer Production.pdf

2015-04-22T12:35:04Z

Andy:

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-04-21T18:52:54Z

Andy: /* Readings/Watchings */

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

== Assignment 4 ==

[[Assignments#Assignment_4:_Rough_Draft|Assignment 4]] is due before class today. You can submit your assignment [[Assignment_4_Submissions|here]].

<onlyinclude>

== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [http://www.chillingeffects.org/about About] and peruse the [http://www.chillingeffects.org/weather.cgi weather reports].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Studies

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

* [http://cyber.law.harvard.edu/node/98767 Radio Berkman #216: The Internet – A Yearbook] (5:58-15:13 only)

* [http://www.theguardian.com/us-news/2015/apr/21/walter-scott-video-footage-pr-firm-copyright Jon Swaine, Walter Scott: PR firm demands $10,000 from media outlets using shooting video]

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes"

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-04-17T16:08:27Z

Andy: /* Readings/Watchings */

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

== Assignment 4 ==

[[Assignments#Assignment_4:_Rough_Draft|Assignment 4]] is due before class today. You can submit your assignment [[Assignment_4_Submissions|here]].

<onlyinclude>

== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [http://www.chillingeffects.org/about About] and peruse the [http://www.chillingeffects.org/weather.cgi weather reports].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Study - SOPA/PIPA

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

* [http://cyber.law.harvard.edu/node/98767 Radio Berkman #216: The Internet – A Yearbook] (5:58-15:13 only)

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes"

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Main Page

2015-04-17T15:01:43Z

Andy: /* Office Hours */

Main Page

2015-04-17T15:01:22Z

Andy: /* Office Hours */

Main Page

2015-04-17T01:19:26Z

Andy: /* Office Hours */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu. In addition, all three will be holding open office hours later in the week of April 14th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype. (All times are EDT.)

'''Andy'''

''Friday, 4/17''

10:00am -

10:15 -

10:30 -

10:45 -

11:00 -

11:15 -

11:30 -

11:45 - Gary Brown (Phone)

'''David'''

''Wednesday, 4/15'' '''(available by phone or skype only, please email me to arrange/confirm a time)'''

9:00 -

9:30 -

10:00 -

10:30 -

11:00 -

11:30 -

12:00 -

''Thursday, 4/16'' '''(available by phone or skype only, please email me to arrange/confirm a time)'''

12:00 -

12:30 -

1:00 -

1:30 -

2:00 -

2:30 -

3:00 -

5:00 -

5:30 -

6:00 -

6:30 -

7:00 -

'''Ryan'''
''Thursday, 4/16''

3:00 -

3:15 -

3:30 -

3:45 -

4:00 -

4:15 -

4:30 - Meagan Moana HoChing (Phone)

4:45 -

''Friday, 4/17''

10:00am -

10:15 -

10:30 - Tasha Coppett(Phone)

10:45 -

11:00 -

11:15 -

11:30 -

11:45 - Alexander Horn (in person)

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-04-17T01:18:18Z

Andy:

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

== Assignment 4 ==

[[Assignments#Assignment_4:_Rough_Draft|Assignment 4]] is due before class today. You can submit your assignment [[Assignment_4_Submissions|here]].

<onlyinclude>

== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [http://www.chillingeffects.org/about About] and peruse the [http://www.chillingeffects.org/weather.cgi weather reports].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Study - SOPA/PIPA

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes"

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Template:AssignmentCal

2015-04-17T01:17:40Z

Andy:

Peer Production

2015-04-17T01:17:09Z

Andy: /* Assignments */

Assignment 4 Submissions

2015-04-17T01:16:46Z

Andy:

{{AssignmentCal}}

'''This assignment is due before class on April 28th.'''

Grading for this assignment is on a 5-point scale; late assignments will be docked 1 point for each day they are late (assignments submitted 4 days late or later will have a maximum grade of 1 point).

''Please name your file "wikiusername_Assignment4," where "wikiusername" is replaced with your username, to avoid overwriting someone else's assignment or causing errors in the Wiki by including forbidden characters.'' So if your username is "jdoe" and your file is a Word document your file should be named "jdoe_Assignment4.doc."

'''Upload your rough draft here: [http://cyber.law.harvard.edu/is2015/Special:Upload Upload file]'''

'''If you'd like peer feedback on an updated version of your rough draft, you can submit it here: [[Assignment 4 Peer Review]]'''

Please make sure the name of your file includes your name or pseudonym (example: Name_Assignment4.doc) to avoid overwriting someone else's assignment. Please follow the format below:

*Name or pseudonym:
*Project title:
*Link to rough draft: (add your link here)

If you have trouble finding the file you uploaded, check the [http://cyber.law.harvard.edu/is2015/Special:ImageList list of uploaded files].

==Submissions==

Peer Production

2015-04-17T01:16:16Z

Andy: /* Assignments */

Assignments

2015-04-17T01:16:09Z

Andy: /* Assignment 4: Rough Draft */

{{AssignmentCal}}
During the course of the semester, you will be responsible for the following assignments, tasks, and projects:

==Class Participation==

* [[Class Participation|General Class Participation]]: This obligation is ongoing.

* [[Class Participation|Comment/Critique of Rough Drafts]]: You do this as a response to one of the rough drafts put together by your colleagues in [[Assignments#Assignment_2:_Prospectus| Assignment 2]].

==Group Work==
'''Students have the option of working in groups for Assignments 2-4 and the Final Project.''' Working in a group can be fun and productive and should enable the participants to take their topic farther than an individual. Students should also consider the time required to coordinate their activities and potential complications of group work. A majority of students in previous classes have had a good experience working in groups.

The maximum group size is three. Those that wish to work in a group will be responsible for forming and organizing the group by March 24th at the latest. For those that choose to work in a group, it is essential to come to a clear understanding within the group how the work will be shared. ''There is an additional class requirement for those that work in a group: each group must submit a statement that describes the contribution of each member of the group.''

'''Prospective groups should submit a short paragraph by March 24th explaining why a group approach to their proposed topic for the final project makes sense.'''

Looking to form a group or join a group? Need a partner? Go to the [[Group Project Page]].

==Assignments==

===Assignment 1: Wikipedia===
'''Due February 10'''

'''See full assignment details [[Assignment 1 Details and Reporting|here]]'''

'''Submit your reports [[Assignment_1_Submissions|here]]'''

===Assignment 2: Prospectus===
'''Prospectus Due March 3, Comments on Prospectus Due March 10.'''

This assignment is in two parts, with the prospectus due before class on March 3rd, and comments on the prospectuses of your peers due on March 10th.

For this assignment, you will choose a topic that will be later developed into your '''[[Final Project]]'''. You may '''[[Assignments#Group_Work|work in groups.]]'''
* Read the description of the final project on the [[Final Project]] page.
* Write a one page prospectus (no more than 400 words) of a topic you would like work on for your final project. Thinking of the big picture: write your research questions, prepare your potential arguments, and do a bit of research. Use links as appropriate.
* The goal is to come up with a framework for researching and addressing all of the elements of the assignment.
* If you are interested in pursuing a format other than a paper (see the [[Final Project]] page for more info), please mention this in your prospectus.

The purpose of the prospectus is to help you start thinking about your final project. Your proposal doesn't need to be a final product, and your topic may change, but putting in the time to develop an idea up front will help you as you work on your project later in the semester.

'''Submitting Your Prospectus'''
* When you have completed your proposal, upload your document as a .txt file (or related readable format, such as .rtf, .doc, and .odt) to the class Wiki using the ''Upload file'' link to the left. (Remember to write your name on your assignment and in the file name!)
* Write your name, the title of your project, and link to your document on the '''[[Assignment 2 Submissions]]''' page.

'''Submitting Your Comments'''
* Everyone will receive an additional participation grade for this assignment. You should read through everyone's proposals after they are uploaded. Your comments should be made on the '''[[Assignment 2 Submissions]]''' page itself, and we ask that you give comments on at least three prospectuses. These comments can be reactions, feedback, thoughts, suggestions for further research, personal insights, or anything else that will help the student further his or her work. ''Please try to balance your comments across the submitted material so that each student receives a couple of comments.''
* ''Comments should be submitted by '''March 10th''''' so there remains enough time to incorporate them into project outlines. Remember to sign your comments so we can be sure to give you credit!

===Assignment 3: Project Outline===
'''Due March 31'''

Submit an outline (2-4 pages or 500-700 words, double-spaced, including a list of related materials and sources) of your project, including a description of what you plan to present in terms of observations about the community, what pieces you plan to use to ground your analysis. If you are taking an empirical approach, describe how you will structure your observations and data gathering.

'''[[Assignments#Group_Work|You may work in groups]]''', provided you have submitted a short paragraph to the instructors by March 24th explaining why a group approach to your proposed topic for the final project makes sense.

'''Submit your outline and description here: [[Assignment 3 Submissions]]'''

===Assignment 4: Rough Draft===
'''This assignment is now due on April 28th.'''

This assignment will be to turn in a rough draft of your final, 3000-3500 word final project paper (or presentation equivalent). It will be a chance for us to give you some comments, and suggest some places to push your research project forward in the next few weeks. This should be a complete or near-complete version of your final project, so your work between now and the final deadline will principally be refining, editing, and adding further research to make a good paper even better.

'''Submit your rough draft here: [[Assignment 4 Submissions]]'''

We do not require it, but students in past years also participated in voluntary peer review. We have created a page for [[Assignment 4 Peer Review]] that allows you a forum to do so.

==Extra Credit==
'''Due May 5th'''

'''Submit your extra credit/sign up for an in-class presentation here: [[Extra Credit Submissions]]'''

If you are interested, you may create an audiovisual work discussing and presenting your research to date OR present your final research paper in class. Those that submit a satisfactory piece will receive one extra point on their final assignment grade, which is graded on a five point scale.

The work could be an audio file (such as a podcast), a video, or an in-class presentation. You should aim for a length of 3-5 minutes (there is 7 minute maximum). Content and presentation are much more important than length. For example, a compelling, well-produced 2-minute audio interview with a relevant expert or academic fellow could be great (though, please chat with us first before you conduct any interviews). These may be presented in class on May 14th.

Possible ideas for A/V works include:

*An audio podcast or video interview with someone doing influential work related to your project
*A video medley and/or remix
*A podcast show in which participants debate the topic
*A [http://en.wikipedia.org/wiki/Mind_Map mindmap] image that charts out a policy debate or domain
*A photo montage
*A short film
*A song or musical work drawing from various samples (students have actually done this!)
*A song with lyrics
*A data visualization

You can upload your project [[Extra Credit Submissions|here]].

==Final Project==
'''Due May 12'''

*For details, see the [[Final Project]] page.

Peer Production

2015-04-17T01:15:29Z

Andy:

Main Page

2015-04-17T01:03:56Z

Andy: /* Syllabus at a glance */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
| ''(Assignment 4 due)''
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] harvard [dot] edu. In addition, all three will be holding open office hours later in the week of April 14th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype. (All times are EDT.)

'''Andy'''

''Thursday, 4/16''

2:30pm - ''Jane Example (on Skype)''

2:45 - ''Joe Example (in person)''

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4:30 -Kelly Wilson (in person)

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''Friday, 4/17''

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11:45 - Gary Brown (Phone)

'''David'''

''Wednesday, 4/15'' '''(available by phone or skype only, please email me to arrange/confirm a time)'''

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9:30 -

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''Thursday, 4/16'' '''(available by phone or skype only, please email me to arrange/confirm a time)'''

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'''Ryan'''
''Thursday, 4/16''

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4:15 -

4:30 - Meagan Moana HoChing (Phone)

4:45 -

''Friday, 4/17''

10:00am -

10:15 -

10:30 - Tasha Coppett(Phone)

10:45 -

11:00 -

11:15 -

11:30 -

11:45 - Alexander Horn (in person)

Main Page

2015-04-14T22:01:42Z

Andy: /* Office Hours */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
| ''(Assignment 4 due)''
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
|
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=

If you need to set up a time to talk, you should always feel free to email us at lstue120 [at] cyber [dot] law [dot] haravard [dot] edu. In addition, all three will be holding open office hours later in the week of April 14th for students who would like to discuss this further. Please sign up at least 12 hours in advance of meeting if possible, and indicate either here or in an email whether you plan to meet in person, on the phone, or via Skype. (All times are EDT.)

'''Andy'''

''Thursday, 4/16''

2:30pm - ''Jane Example (on Skype)''

2:45 - ''Joe Example (in person)''

3:00 -

3:15 -

3:30 -

3:45 -

4:00 -

4:15 -

4:30 -

4:45 -

''Friday, 4/17''

10:00am -

10:15 -

10:30 -

10:45 -

11:00 -

11:15 -

11:30 -

11:45 -

Powerpoint Slides from Class

2015-04-08T14:39:39Z

Andy:

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-04-08T14:38:38Z

Andy:

{{ClassCalendar}}

'''April 7'''

The Internet has enabled individuals to become involved in the production of media and to distribute their contributions widely at a very low cost. The former bastion of the entertainment industry is opening up to what many are calling a democratization of culture. The copyright doctrine of fair use seemingly bolsters the right to recut, reframe, and recycle previous works, but the protection fair use gives to those re-purposing copyrighted material is notoriously uncertain. Over the next two classes, this course will take up the some of the issues related to copyright protection and enforcement online. This class will focus on the legal regime of copyright: what it protects, what it doesn’t protect, and how the doctrine has transformed in light of digital reproduction and distribution. It will also explore a subset of copyright law known as “anti-circumvention,” a very controversial solution to the problem of digital piracy.

Joining us this week will be [http://cyber.law.harvard.edu/people/aenriquez Ana Enriquez], who work's on Berkman's [http://cyber.law.harvard.edu/teaching/copyrightx CopyrightX] project.

'''[http://cyber.law.harvard.edu/is2015/sites/is2015/images/Copyright_and_Anticircumvention.pdf Download slides from this week's class.]'''

<onlyinclude>

== Readings/Watchings ==

; The mechanics of copyright law

* [https://en.wikipedia.org/wiki/Copyright_Clause Wikipedia, Copyright Clause]

* [http://www.copyright.gov/circs/circ01.pdf U.S. Copyright Office, Circular 1: Copyright Basics] (read only Who Can Claim Copyright?, What Works Are Protected?, What is Not Protected by Copyright?, How to Secure a Copyright, and How Long Copyright Protection Endures)

* [http://www.law.cornell.edu/uscode/text/17/107 17 U.S.C. § 107 - Limitations on Exclusive Rights: Fair Use]

; Digital applications and new challenges

* [http://blip.tv/lessig/it-is-about-time-getting-our-values-around-copyright-2847688 Lawrence Lessig, It is About Time: Getting Our Values around Copyright] (watch first 6 minutes)

; Copyright solutions

* [https://www.youtube.com/watch?v=1DKm96Ftfko Creative Commons, A Shared Culture] (video, watch all) and [http://wiki.creativecommons.org/Spectrumofrights_Comic1 Spectrum of Rights]

* [http://www.copyhype.com/2012/08/there-is-no-magic-bullet/ Terry Hart, There is No Magic Bullet]

* [http://www.uspto.gov/news/publications/copyrightgreenpaper.pdf U.S. Department of Commerce: Internet Policy Task Force, Copyright Policy, Creativity, and Innovation in the Digital Economy] (Executive summary only)

* [http://www.copyright.gov/docs/next_great_copyright_act.pdf Maria Pallante, The Next Great Copyright Act] (skim Section II (323-339) only)

:* Maria Pallante is the [https://en.wikipedia.org/wiki/Register_of_Copyrights Register of Copyrights] for the United States.

; Case Study

* [http://www.cakewrecks.com/home/2012/11/9/ways-to-play-it-safe.html Cake Wrecks, Ways to Play it Safe]

; Anti-Circumvention

* [https://www.chillingeffects.org/topics/12 Chilling Effects, Anticircumention (DMCA)] (skim)

* [http://www.dmlp.org/legal-guide/circumventing-copyright-controls Digital Media Law Project, Circumventing Copyright Controls]

* [http://cyberlawclinic.berkman.harvard.edu/2015/02/10/defending-research-into-medical-devices/ Cyberlaw Clinic, Defending Research into Medical Devices]

== Optional Readings ==

* [https://www.youtube.com/watch?v=2HQVBmKsVhI Lewis Hyde, Common As Air: Revolution, Art, and Ownership] (video, watch from 2:12 to 24:37)

* [http://www-personal.umich.edu/~jdlitman/papers/read.htm Jessica Litman, The Exclusive Right to Read] (introduction and Sections I and II only)

* [http://arstechnica.com/tech-policy/2008/10/dodgy-digits-behind-the-war-on-piracy/ Julian Sanchez, Ars Technica, 750,000 Lost Jobs? The Dodgy Digits Behind the War on Piracy]

* [http://www.bloomsburyacademic.com/view/Remix_9781849662505/chapter-ba-9781849662505-chapter-0001.xml Lawrence Lessig, ''Remix: Making Art and Culture Thrive in the Hybrid Economy''] (Introduction only)

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==

{|class="wikitable" border=3 style="margin: auto; background-color:#FFFFCC;"
|align="center"|<big>'''REMINDER'''</big>
|-
|style="background-color:#FFFFFF;"|Your comments must be submitted '''before 4:00PM ET''' on the Tuesday we hold class in order to count for participation credit. Please see the [[Class Participation|participation policy]] for more information.
|}
<br/>
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

----

Pharrell Williams - Marvin Gaye - Copyright Kerkuffle. In a court decision last week in Los Angeles, musicians=producers Robin Thicke and Pharell williams were ordered to pay 7.3 million dollars for copyright infringement to the family of Marvin Gaye for the publication of the song "Blurred Lines". It alleges that Williams/Thike plagarized Marvin Gayes 1970's hit "Got to Give it Up", (awesome groove)and the previous standard of 30 bars of identical notes and rythm was pretty much blown out.
http://www.rollingstone.com/music/news/robin-thicke-and-pharrell-lose-blurred-lines-lawsuit-20150310

Apparently the lawyers for the musicians did a terrible job, beginning with the jury selection Did the people sitting on that jury have any idea of where rap came from? Or that the blues is made of eight basic drumbeats? Or that the essence of folk art is repetition, imitation and variations on a theme.
https://onpoint.wbur.org/2015/03/17/blurred-lines-copyright-robin-thicke-marvin-gaye-pharell

Pharell/Thicke should appeal the ruling and set the record straight. Likeness is not plagiarism. It has to be an exact copy. Besides, has any one heard the two songs, back to back, (Blurred lines, Give it Up) they may have the same drum groove, bu there is no way they are the same song. The bass line is totally different for starters.

Of course, it didn't help Mr. Thicke and Mr. Williams, admitting that they were drunk and on drugs in the studio when they were recording the song and didn't remember exactly how the song was composed. But the repercussions for copyright law, if this ruling goes unchallenged,is that pretty much any one can sue another person for copyright infringement in the music biz.

I'm with the camp that the ruling stifles creativity and will swamp the industry with lawsuits. I'm not so interested in the big acts, but more in the independent musician/DJ/producer who can be blindsided with a law suit from someone he has never heard of. What do you all think?

http://www.theguardian.com/music/2015/mar/20/pharrell-blurred-lines-copyright-lawsuit-stifle-creativity

[[User:Hromero|Hromero]] ([[User talk:Hromero|talk]]) 22:01, 6 April 2015 (EDT)

-----

Hromero here, wanted to add some assigned reading references to the issue of copyright in music. The Pharrell Williams-Margin Gaye copyright issue also affects royalties. When it comes to sampling bits of songs and other sound recordings, the current system is too complex, too burdensome and more work that is really worth. For example, Pnadora pays performance royalties to new artists on the range of .007 cents per play, meaning a song has to be played 700 times to earn 70 cents. What's the point? Exposure? Artist can get half the exposure on another medium and make three times more money. Re: Internet Policy Task force. Just the outlines of those regulations in regards to original and derivative work, performance and broadcast royalties can be mind numbing. It doesn't need to be that complex. I agree with Maria Pallante that there needs to be a new copyright law that fits better with the internet. It was fine in the old days when you could follow a paper trail and the speed of the transactions was relatively slow. That is not the case today.

Also, about creativity being stiffled, that is not a huge deal. Artists are coming up against limitations day in and day out and they produce art no matter what. For some the limitation may be money, for other it may be time. Notice that the only one who have a hard time producing work, (writers block, spending one month recording a song) are those artists with unlimited resources and time. [[User:Hromero|Hromero]] ([[User talk:Hromero|talk]]) 08:41, 7 April 2015 (EDT)

Copyright law is complex. It protects the inventor or creator but can sometimes be negative for the audience or society as a whole. Copyright law has become more and more important and plays a much greater part now than it has done in the past, which is a result of the evolution of technology.

Copyright law is essential when it comes to protecting the creators. Without the law, others would be able to make money on other people´s work, which in my opinion isn´t fair. However, as with almost every other law, it isn´t perfect. One example is when it comes to inventions that could be improved but isn´t because of obstacles created by copyright law. Also, we have the example of Creative Commons, a forum for creators to legally share their work since they see copyright law as an obstacle to do that in other ways.

I would say that I nowadays mostly hear about copyright law when it comes to piracy, eg. sharing and accessing copyright protected material online. One of the texts in the readings of this week talks about Pirate Parties, parties that are pro free information. The first Pirate Party was founded in 2006, and since then has this type of party been established in several countries across the globe. The reason for why I bring this up is that I see it as a sign of how much the significance and effect of copyright law has changed in recent years. Just a decade ago, we weren´t able to access and spread for example music the way we are today. If you wanted to hear a specific song, you either bought the CD, you listened to it in the (physical) store, or you waited for it to be played on the radio. As we all know, that is not what we do today. If I want to hear a song, I listen to spotify. And if it isn´t accessible there, I search for it on youtube. This has changed the whole entertainment industry (along with several other creative industries) and that is why an improved copyright law (if that means greater or weaker protection for the creator can be debated) is of great importance.

[[User:JosefinS|JosefinS]] ([[User talk:JosefinS|talk]]) 04:18, 7 April 2015 (EDT)

----

I have always been interested in how technology affects art and visa versa. For example, as a movie geek, it’s fascinating to observe how an entire new art form was born based on technologic innovations in the late 19th century, and how subsequent innovations have shaped it. I have also been interested in the way the Internet has shaped movies, tv shows, and even home videos. However, it wasn’t until this week’s readings that I thought about how much copyright around these works plays a part in my consumption on online media and how it even shapes the production of the content itself.

Terry Hart’s idea “mark piracy harder, make legal options easier” resonated with me, since in my personal experience, I often to defer to consuming media through the easiest legal option. Much like the example he outlined, I am often willing to pay for content on Amazon.com because of how easy it is to access. Amazon has an extremely diverse library, it is a trusted source, and it even stores my payment information, which improves ease of use. On the other hand, certain pieces of content (older episodes of Saturday Night Live come to mind) take great pains to keep themselves off of sites like YouTube, but also are not accessible on Amazon.com. In this case, they seem to be making legal options as difficult as possible, and I would imagine it leads to increased piracy of this content.

This reminds me of a related debate currently happening around music content and streaming services. The recent press event promoting the Tidal music streaming service was interesting to me for this reason. It is hard to disagree with the artist claims that they deserve more money from their music than services like Spotify provide. But it also seems like Tidal is asking people to do the “right” thing, rather than the “easy” thing, especially because it costs almost twice as much as its competitors. Recently, artists have started releasing “Tidal exclusives” which seems like a step in the right direction if it wants to get people on board, but I’m still dubious about how much the service can prove it is the easiest option.

[[User:Beccalew|Beccalew]] ([[User talk:Beccalew|talk]]) 10:24, 7 April 2015 (EDT)

----

Beccalew, you bring up some interesting points. Asking people to do the right thing is not the most efficient marketing tool, that's almost like asking customers to 'pay what you can'. The better model would be to make music recordings as accessible as amazon.com is for books. But here we run into another problem. Music has been brought into the copyright protection the same way that books by authors were. The difference is that while music can be replicated and performed limitless times, books can't be performed by others, as easily as music is. Maria Pallante in the 'The next great copyright act" brings up this point that musicians are at a distinct disadvantage in current copyright law, because no one pays for performance rights. But even if there was a law to enforce payments on performance of music, it would be unenforceable because people perform others music in countless of ways at bars, living rooms, country fairs and such without ever paying any performance royalties.

Another point on Maria Pallante's article that sticks out is that the only venue available for authors of creative content to enforce copyright infringement is a Federal Court. That is way too intimidating for a new or unknown artist to bring up a complaint, and the stakes are too high for both sides, so if you don't have the money to hire a lawyer, you're at a disadvantage.

There ought to be a streamlined process to deal with copyright infringement in claims of less than $ 500 because a new or unknown artist should be able to hold on to his or her copyright, the reason being that the protected work may be profitable many years afterward. [[User:Hromero10|Hromero10]] ([[User talk:Hromero10|talk]]) 15:21, 7 April 2015 (EDT)

----

Michael Smith essentially argues that it is the market that will ultimately eliminate the problem of piracy – not only that, other non-market factors will also help resolve key issues in anti-piracy legislation; ease of access, variety, pricing, reliability, quality… that the general public, if a product is cheap enough and easier to get by legal means vs. free, illegal, and cumbersome to attain, the value of “free” becomes significantly diminished and obeying the law is very common-sensibly incentivized.

That said, there will always be that group, that slice in society that on principle alone, will continue to cumbersomely work around the laws in order to undermine the system. It is a lifestyle for some, an identity for others, and, from Coleman’s video from last week on Anonymous, an image and persona that is increasingly glamorized and on the edges of the novel.

Boston’s own history is somewhat of a testament to the allegory that pure economics can sometimes fail… Consider the parallel of the Sugar Act: American smugglers found it eminently more profitable to smuggle sugar by bypassing the taxes demanded by Mother England; consumers bought cheaper, smuggled sugar. No one stopped it. The law was weakly enforced; but when this weak-enforcement suddenly changed and taxes were being collected by British tax collectors and smuggling was clamped down, the smugglers upped their game; they made even greater profits. England, realizing a losing battle, changed everything again, through the market by adjusting the tax so that the LEGAL means was even cheaper than the SMUGGLER’S means. So the American people were expected to follow the law just under the sheer principle of pricing – legal sugar was cheaper sugar. The backlash from the smugglers ultimately resulted in societal upendings and a fundamental shift in the political landscape. Americans bought from Americans out of sheer principle. The details of this particular history are far more fascinating than I can surmise in this comment box, and certainly there are details overlooked. But the spirit of the thing is the very same spirit we face with this discussion of market based incentives for fighting piracy.

For the most part, I agree with the Smith line of arguing. Make the product cheaper, more reliable, more accessible, and just all around easier to use, and the basic incentive to gymnastically seek out the illegal means to attain low quality digital media for free are quite effectively tampered out. But the other side, the “whack a mole” perspective about Internet piracy are also right. Just not to the extent that they think that legal/market resolutions are impracticable; they are right to the extent that the CULTURE of piracy is never going to quite go away. Diminished, disempowered, waysided, but, not annihilated. For, humanity will always have a sliver of its kind who possess perverse and inseparable attractions to rebelling societal norms.

[[User:Chanel Rion|Chanel Rion]] ([[User talk:Chanel Rion|talk]]) 14:23, 7 April 2015 (EDT)
----
Beccalew, when I came across the readings this week, I immediately thought about the new streaming service, Tidal. For those who are not aware, here is an article that give an overview on how this service is different from others: http://www.theguardian.com/music/2015/apr/05/tidal-10-things-you-need-to-know-jay-z-madonna-music-streaming

Approximately a decade ago, I wanted began to study law in England because I was interested in international intellectual property; more specifically, the rights of athletes’ image in the domestic US and abroad. Historically, the NCAA required all athletes to sign releases, which would allow for their images to be managed in order to endorse NCAA events. For about over a decade the NCAA has made millions of dollars on the images of college athletes through television broadcasting, merchandising and advertising. The legality regarding the licensing of their images gained traction as athletes began to question copyright entitlements and initiated a lawsuit against the NCAA.

Here is a wonderful timeline about the NCAA lawsuit: http://www.ncaa.org/about/resources/media-center/press-releases/student-athlete-likeness-lawsuit-timeline. As stated in the timeline, athletes wanted the NCAA and institutions to allow athletes the opportunity to profit from the revenue. Due to recent lawsuits, the NCAA dropped the requirement of athletes signing image releases; although at the conference level (SEC, PAC 12, BIG 12 etc) athletes are often still required to sign waivers that give up their publicity rights without compensation. Where my main position of advocacy for athletes is for the gaps in college expenses and funding. If you think across all three divisions, very few athletes are fortunate to receive full funding that cover tuition, fees, books, room and board. Given their practice and schedules, most athletes would like to work in a manner that optimizes their income with very little time required; but NCAA athletes did not have the ability to use their image for gain, this includes modeling, public speaking or having a funded blog.

In August 2014, Federal Judge Claudia Wilken concluded that the NCAA could not prohibit schools from giving football and men’s basketball players a share of licensing revenue; but it would have to manifest in the form of a stipend that reimburses expenses not covered by scholarships and a $5,000 a year trust fund once students graduate. Here is a link that outlines the full ruling: https://ia601404.us.archive.org/35/items/gov.uscourts.cand.218079/gov.uscourts.cand.218079.291.0.pdf.
Although the court made a remedy addressing the antitrust breaches by eliminating some practices, it still does not address the copyright issues pertaining to the monopoly over college athlete images. How does this ruling benefit athletes outside of large revenue generating football and men’s basketball athletic programs of Division I schools? How does this ruling benefit the gymnasts, track and field athletes, and women’s basketball players with established financial need?

[[User:Tasha|Tasha]] ([[User talk:Tasha|talk]]) 14:26, 7 April 2015 (EDT)
------

The Copyright in Internet seams to be the Pandora’s box. Everyone, starting from Lawrence Lessig in his beautiful lecture, seams to agree that copyright today “touches everyone and everything”, quoting Jessica Litman. It is very much true that because of the platform we use to access creations we can not escape the collision with the copyright law. Exactly because of this what should be better developed both in the legislation and in the practical use should be the “fair use” as well as the “customised copyright” the Creative Commons is offering. What is done by CC team is a simple and easy way to express your own opinion about how you want your work to be treated. I truly believe that if more people were aware of the CC idea and principle and mostly of the fact that by using CC license they would not “give up” their rights , more people would use it. The possibility given to authors and creators by CC to choose between different options and “levels” of protection, I think is the key to its success.

The article written by Terry Hart is a very interesting analyses and the perfect prove why copyright is truly a Pandora’s box issue. His article could be perfectly synthesised by the phrase “make piracy harder, make legal options easier”. The solution can not be making half of the population (even more maybe) criminals and skyrocketing sentences and penalties for copyright infringement. I believe users and mostly Internet users, who are particularly freedom-loving, should be convinced not to make copyright infringement. Тhey should be led and guided to the right choice of not doing this. Exactly like Terry Hart says: “Make piracy harder, make legal options easier”. On the other hand I dare to disagree with him saying that it is “insane” to think that copyright protection legal measures could lead to too much surveillance and personal freedom restrictions. I consider this a real danger , which should be taken into consideration.

I really enjoyed reading about the “Cake Wrecks” case. In a situation when a customer buys, a cake , pays for it and than makes a photo, could the case be regulated under the provisions of Section 101 of the copyright law defines a “work made for hire” (U.S. Copyright Office, Circular 1: Copyright Basics)?
And last but not least , I think that when we talk about copyright, people are mostly associating it with movie and musical industries but there are a lot of other types of “original works of authorship” which should be considered as well. In the U.S. Copyright Office, Circular 1: Copyright Basics I did not saw how are treated mathematical theorems, for example. Such kind of a work was not situated neither in the “What Works Are Protected?” Section, nor in the “What Is Not Protected by Copyright” Section?

([[User:Gia|Gia]] ([[User talk:Gia|talk]]))

----
'''How Can a Dissertaion Paper Be Hazardous Material?'''

This week’s readings hit home with me more than most of those past. The point is made in several of the works presented: in the past copyright was not a matter for daily life, but now, as Lessig notes, copyright “touches everyone and everything” and just about all digital uses are copies. Couple this fact with the narrow limitations of fair use, and the anti-circumvention laws, and I see my daily work, particularly researching a paper for class as a hazard rather than an opportunity.

Recently I downloaded an MIT Masters Candidates’ paper (Trepte, Kai and Narayanaswarmy. “Forecasting Consumer Products Using Prediction Markets” MIT. Jun 2009.) through Harvard Library. When I opened the PDF file and began reading in Adobe Acrobat®, I discovered that I could not highlight text. So, I thought I would just select text and copy it to my notes; I could not copy text either. Okay, I decided to print it out, all 106 pages, mark it with a highlighter and write my notes in the margins; I could not print it. I also could not add my own comments to the document or change the document in any way.

Using the tools available in Acrobat, I looked at the document’s security properties and found that it was password protected. Just about everything was restricted: “printing, changing the document, document assembly, content copying, page extraction, commenting….” So, even though I could access the document, and could not use it in a normal and reasonable way as I had expected to be able to do.

This weekend I read on the DMLP website that if I were to download a program (a circumvention tool) and use it to remove the password, thereby circumventing both copy and perhaps some level of access protection, I could be violating federal copyright laws, i.e., 17 U.S.C. § 1201(a)(1), and the owners of the website that sell the program would also be violating the law by offering and providing the tools to me.

Even though I just want to highlight some of the text to make finding relevant portions more accessible, or copy an excerpt to fairly use in my paper, I find that doing so could be a federal crime, a felony, with a possible fine of $500,000 and five years in a federal prison, or a $1 million fine and ten years if I wanted to highlight another dissertation. “Fair use,” I say. Fair use is not a defense says the law.

So, is it homework or hazard to do research? I ask you.

[[User:Gary Brown|Gary Brown]] ([[User talk:Gary Brown|talk]]) 15:51, 7 April 2015 (EDT)
----

This copyright issue is pretty interesting. I’d start off by talking about the video by Lessig. It gives a nice summary about what copyright is and how it was in the past compared with now. Thanks to the internet, everything we touch now is going to be related to copyright. (Ref 1) Whether we like it or not, there will likely be some connection. Prior to the internet, we had unregulated and regulated issues; such as the example of books having different uses and whether it touches upon copyright issues due to it being part of the unregulated or regulated area. This becomes increasingly tricky with the internet. This platform creates – as the video says – a “copy” of everything that it transmits. This touches all parts of the unregulated vs. regulated issue. How exactly do we define copyright then? Does it violate copyright? I think these are all interesting issues. (Ref 1) This is probably a good starting point to explain why the internet has experienced so many copyright issues since its birth. Perhaps next we can use a quote from reference 2 – copyright green paper – below.

“Some would argue that copyright protection and the free flow of information are inextricably at odds”

Is that statement /quote valid above? Does copyright protection and free flow of information always at odds with one another? The internet created a platform for transferring data and information between multiple parties. It would inevitably create versions of each product. This is just the nature of the internet. If we look back at the unregulated vs. regulated laws of copyright, then it would seem that the existence of the internet is to be at odds with copyright. If the purpose and function of the internet is the “free flow of information”, as it dramatically excels; then copyright is precisely limiting this ability of the internet. So there are some truths to copyright and the internet being at odds. I shall talk further about creative commons below. (I do find it an interesting direction of where copyright should go) Let me first continue by quoting another part of the reading as well.

The ultimate goal is to find, as then-Secretary of Commerce Gary Locke explained, “the sweet spot on Internet policy – one that ensures the Internet remains an engine of creativity and innovation; and a place where we do a better job protecting against piracy of copyrighted works.” – Ref 2

This is what Locke truly believes in. He believes that a “sweet spot” could be achieved on the internet. As of now, to be honest, I do not know if it exists. As long as our definition of copyright is built upon those unregulated vs. regulated issues as mentioned above, I do not see it working. Though there is a plausibility that if the definition of copyright is different, such as the duration of holding said material. Or better yet, have a way to know when these materials are used or downloaded by the client, and charge them for it. Reference 3 gets exactly into this. We have cheaper alternatives, but most people would end up going back to Amazon, or big websites. Copyright is limiting the reach and reliability of those websites that breach copyright. Plus in my personal opinion, I believe people like convenience. If convenience is not an issue, then we would gladly fork out a couple of dollars for whatever the product is. We just like neatly organized things presented to us. So along this train of thought, it seems that copyright needs to be redefined, and reevaluated for it to suit the internet. The internet is a new platform, and its existence is a violation of the old copyright laws. (Ref 4) I shall once again quote two more quotes below.

“the next great copyright act must be forward thinking but flexible, and, no matter what, it must serve the public interest.” – Ref 5

“Thus, Congress has a central equation to consider today: what does and does not belong under a copyright owner’s control?” – Ref 5

The first quote lets us know that many understand that “something” needs to be done. Something that is “forward thinking but flexible”, which is exactly what I said above. We need something new to define copyright, not the old stuff that is old of sync with current matters. So we could say, people understand something needs to be done, but we don’t know “what” needs to be done. Or “how” it must be done. This is definitely a hard one as the physical world could simplify and assist our logic of how copyright would be infringed upon. Digital society makes it a lot harder. Are we to base upon possession of things like the physical world? But wait, if we do it that way, it isn’t right because that’s not even how to digital world runs; it runs in binary, and it inevitably will create a copy of it. It’s just how the machines are run. So if we have laws to regulate the physical world, why are we trying to regulate the digital world based upon the laws of the physical world? Should we in fact make something “new”? I understand all of this is just talk, but it is extremely hard to pinpoint that “new” thing that should be created. If I knew exactly what to do, I won’t be here.

I guess what my thought process is, is to lead towards the direction of creative commons. It is… an interesting concept. Though I am not sure if that tackles the issue entirely. My pain concern does come with why we should govern the digital world with physical world’s laws. The underlying issue and formation isn’t even the same. We need to evaluate how the digital world operates in order for the correct copyright laws to be passed. My thinking goes a bit like this; if the physical world – being constrained by geography, and the inability for a product (say a book) be at two places at once – is confined by the rules of physics, the act of infringement upon copyright would depend on the regulated laws mentioned in Lessig’s video. This makes sense because we can relate to it and picture it rationally of how interactions occur in real life. Digital world on the other hand are bits being passed through tubes from one side of the world to another. Let’s ignore the fact that they are far away geographically, but simply that it is an exchange of information. By it’s world’s rules, it creates a copy of the product before sending. After all, even if this product is “de-referenced” – meaning that the pointer no longer remembers the location of where it saved the information, thus assumes it as being deleted – it can theoretically be found again if some algorithm was created. Therefore we need laws that either…

1. Regulate the transfer of these “data” in a systematic way. The downside though would be surveillance.

2. Automatically assume people would share it, and charge some universal fee for the data before hand. This is plausible because with economies of scale, and the scalability of the internet, it may only cost each user a very small amount.

Personally I am not sure where creative commons is going, but it appears that they have the understanding that regulation means suppressing creativity. If they could sort out copyright somehow, it would give people less fear and more power to use their creativity to generate more masterpieces. Personally I am more inclined for my 2nd suggested solution. Not sure if it’ll work, but I guess it’s a start. I look at how a lot of subscription websites operate, it seems very plausible. People get loads of songs on Spotify, or a lot of movies from Netflix, etc, etc. It appears that this efficiency and speed of the internet may be the way copyright could evolve for the internet.

References:

Ref 1 - http://blip.tv/lessig/it-is-about-time-getting-our-values-around-copyright-2847688

Ref 2 - http://www.uspto.gov/sites/default/files/news/publications/copyrightgreenpaper.pdf

Ref 3 - http://www.copyhype.com/2012/08/there-is-no-magic-bullet/

Ref 4 - https://en.wikipedia.org/wiki/Copyright_Clause

Ref 5 - http://www.copyright.gov/docs/next_great_copyright_act.pdf

Ref 6 - https://www.youtube.com/watch?v=1DKm96Ftfko

Ref 7 - https://www.law.cornell.edu/uscode/text/17/107

[[User:Caelum|Caelum]] ([[User talk:Caelum|talk]]) 15:56, 7 April 2015 (EDT)

File:Copyright and Anticircumvention.pdf

2015-04-08T14:37:54Z

Andy:

Talk:Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-04-01T02:37:22Z

Andy:

There is a legacy '''Assignment''' on this page. Likely no one would do Assignment 2 again, but neatness counts.

I also see that '''Optional Readings''' has changed into '''Recommended Readings'''. I am wondering if that was intended.

[[User:Gary Brown|Gary Brown]] ([[User talk:Gary Brown|talk]]) 19:39, 31 March 2015 (EDT)

:Good catches, Gary! Those are updated now. [[User:Andy|Andy]] ([[User talk:Andy|talk]]) 22:37, 31 March 2015 (EDT)

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-04-01T02:36:31Z

Andy:

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-04-01T02:33:36Z

Andy:

Internet Governance and Governments

2015-03-31T18:31:33Z

Andy:

{{ClassCalendar}}

'''April 14'''

Today we revisit a topic that began in the first class day and has run throughout: who should control the Internet, and how. Three different powers have come to fill that role at the largest levels: governments, corporations, and multistakeholder organizations. Each will invariably have some role to play in how the Internet is run at various levels, but what is the right balance of power? What calibration of powers is most beneficial to the general public? Is one type of power more dangerous than another? Are there examples we can draw from other areas of complex governance to help us develop a plan for governance of the Internet? And what would be the harm if there were no controlling parties at all?

Leading the conversation today will be our own [http://cyber.law.harvard.edu/people/rbudish Ryan Budish].

<onlyinclude>

== Readings ==
* [http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2549270 The Global Multistakeholder Meeting on the Future of Internet Governance in 'Multistakeholder as Governance Groups: Observations from Case Studies' ] (case study on p. 214-237)

* [http://en.wikipedia.org/wiki/Global_Multistakeholder_Meeting_on_the_Future_of_Internet_Governance NETmundial, Wikipedia]

* [http://www.apnic.net/community/iana-transition/IANA-Factsheet.pdf Explained: The IANA Transition]

* [http://www.internetgovernance.org/wordpress/wp-content/uploads/ICANNreformglobalizingIANAfinal.pdf Milton Mueller and Brenden Kuerbis, Roadmap for globalizing IANA: Four principles and a proposal for reform]

* [https://www.youtube.com/watch?v=SyfpPJo2gnA Jonathan Zittrain and L. Gordon Crovitz Debate the Future of Internet Governance]

== Optional Readings ==

* [http://netmundial.br/wp-content/uploads/2014/04/NETmundial-Multistakeholder-Document.pdf NETmundial Output Document and Principles]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Template:ClassCalendar

2015-03-31T18:30:51Z

Andy:

<div class="editsection noprint editlink plainlinksneverexpand" align="right" style="float: right; margin: 5px; background:#eeeeff; color:#111111; border: 4px solid #dddddd; text-align: center;">
<big>'''Syllabus'''</big>
{| border="0" cellspacing="4" cellpadding="4" style="background:#eeeeff; text-align: left;"
|
* [[Politics and Technology of Control: Introduction |Jan 27]]
* [[Paradigms for Studying the Internet |Feb 3]]
* [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public |Feb 10]]
* [[A Series of Tubes: The Internet's Backbone and Network Neutrality |Feb 17]]
* [[Privacy Part 2: The Right to Be Forgotten |Feb 24]]
* [[Privacy Part 3: Government Surveillance |Mar 3]]
* [[Speech, Day 1: Free Expression, Information, and Unwanted Speech |Mar 10]]
* Mar 17 - ''No class''
|
* [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements |Mar 24]]
* [[Cybersecurity and Computer Crimes |Mar 31]]
* [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention |Apr 7]]
* [[Internet Governance and Governments |Apr 14]]
* [[Peer Production |Apr 21]]
* [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology |Apr 28]]
* May 5 - ''No class''
* May 12 – [[Final Project]]
|}
<br clear="right" />
</div>

Main Page

2015-03-31T18:30:00Z

Andy: /* Syllabus at a glance */

= Internet and Society: Technologies and Politics of Control=
'''LSTU E–120 - Harvard Extension School - Spring 2015 - Tuesdays 5:30-7:30 pm EST'''

'''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''

[https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect session''']

It is hard to overstate the role that networked computers play in our lives. The Internet has developed not only as the greatest means of producing and sharing information that the world has ever known, but also as a fundamental tool in global political, social, and economic processes. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. But the Net is no longer a frontier, and the early days of the Internet exceptionalism have given way to increased regulatory responses and skepticism. Just as the Internet allowed users to discover new and interesting ways to transform lives, those who seek to control the Internet have discovered means of regulating its content and dissemination, through technological, monetary, normative, and legal means. And control of the Net and its users also has a more subtle side: regulation of citizens online through powerful mechanisms of surveillance. '''[[course overview|continued...]]'''

='''Syllabus at a glance'''=
{| style="background-color:#CCCCCC;"
|-
| Jan 27
| [[Politics and Technology of Control: Introduction]]
|-
| Feb 3
| [[Paradigms for Studying the Internet]]
|-
| Feb 10
| [[Privacy Part 1: Corporate Data Gathering and Intrusions by the Public]]
| ''(Assignment 1 due)''
|-
| Feb 17
| [[A Series of Tubes: The Internet's Backbone and Network Neutrality]]
|-
| Feb 24
| [[Privacy Part 2: The Right to Be Forgotten]]
|-
| Mar 3
| [[Privacy Part 3: Government Surveillance]]
| ''(Assignment 2 due)''
|-
| Mar 10
| [[Speech, Day 1: Free Expression, Information, and Unwanted Speech]]
|-
| Mar 17
| ''No class - Spring Break''
|-
| Mar 24
| [[Speech, Day 2: Collective Action, Hacktivism, and Social Movements]]
|-
| Mar 31
| [[Cybersecurity and Computer Crimes]]
| ''(Assignment 3 due)''
|-
| Apr 7
| [[Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention]]
|-
| Apr 14
| [[Internet Governance and Governments]]
|-
| Apr 21
| [[Peer Production]]
| ''(Assignment 4 due)''
|-
| Apr 28
| [[Copyright, Day 2: Copyright Enforcement and Applications to New Technology]]
|
|-
| May 5
|''No class - final project preparation''
| ''(Optional [[Assignments#Extra_Credit|Extra Credit]] due)''
|
|-
| May 12
|Final class - wrap up and student presentations
|''([[Final Project]] due)''
|
|}

{|border="1" cellpadding="5"
|-valign="top"
|
'''Course Information:'''
* [[Class Participation]]
* [[Grading]]
* [[Statement on Plagiarism]]
|
'''Assignments & Projects:'''
* [[Assignments]]
* [[Assigned Readings|Complete List of Assigned Readings]]
* [[Final Project]]

|
'''Resources:'''
* [[Recorded class videos]]
* [[Powerpoint Slides from Class]]
* [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]
* [http://www.extension.harvard.edu/resources/writing.jsp Extension School Writing Center]
|
'''External:'''
* [[Upcoming Events]]
|
'''People:'''
* [[Staff Contact Info]]
* [[List of User Profiles]]
|-
|}

='''Participating In Class (Tuesdays 5:30-7:30 pm ET)'''=

As noted in the section on [[Grading|class grades]], 30% of your final grade will be based on class participation. We expect all students to make a substantive contribution to the class every week. There are three ways you can do this:

# You can participate during class in the classroom. The class will be held in the conference room at the Berkman Center for Internet & Society, 23 Everett St., Second Floor, Cambridge, MA 02138 ([http://cyber.law.harvard.edu/home/contact directions])
# You can participate during class though our online portal on [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ '''Adobe Connect''']. That is available [https://continuinged.adobeconnect.com/_a931819597/lstu_e120_spring2015/ here]. Join as a Guest using your class wiki username so we know how to identify you.
## We will be experimenting with remote audiovisual presentation through the Adobe Connect platform. We recommend that, if you would like to speak during class, you use a combination headphone/microphone to participate. Alternatively, you may use headphones along with your computer's built-in mic. As a last resort, you can use your computer's built-in mic without headphones, but please be aware that this may cause audio issues for both you and the class as a whole.
## If you have any trouble running Adobe Connect, please go to the [https://helpx.adobe.com/adobe-connect/connect-support.html support page on Adobe Connect's site] or click on the "Help" button in the upper right corner of the Connect window.
# You can also participate asynchronously with the class by making a substantive contribution in the "Class Discussion" section of the class day's wiki page ''before 4pm ET'' on the day of class. The comment doesn't have to be long, but should relate to the day's reading.
## The recorded videotapes of the class produced by Harvard Extension School will be made available [http://isites.harvard.edu/icb/icb.do?keyword=k108832&pageid=icb.page715558 here].

Further information on this can be found on the [[Class Participation]] page. Please note the special class participation requirement related to Assignment 2.

='''Contact Information'''=
* All questions, comments, etc. should be sent to: lstue120 [at] cyber [dot] law [dot] harvard [dot] edu.
:* For the majority of the year there are no set office hours; feel free to send an email, and the TAs will respond to it as soon as they can.
* If you need to contact an instructor or TA individually, please use their personal contact info located on the [[Staff Contact Info]] page.

='''Office Hours'''=
If you need to set up a time to talk, please email us your username to lstue120 [at] cyber [dot] law [dot] haravard [dot] edu. Towards the end of the semester we will also set up some blocks for office hours as students have questions about the final project.

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-03-31T18:28:56Z

Andy: /* Optional Readings */

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

<onlyinclude>
== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [http://www.chillingeffects.org/about About] and peruse the [http://www.chillingeffects.org/weather.cgi weather reports].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Study - SOPA/PIPA

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes"

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Copyright, Day 2: Copyright Enforcement and Applications to New Technology

2015-03-31T18:28:45Z

Andy:

{{ClassCalendar}}

'''April 28'''

To end the substance of the class, we return to a topic we studied a few weeks ago and look to how various efforts have attempted to control the Web in light of the issue. Digital technologies spawned the proliferation of media and music sharing, which has led to a number of controversial legal and technological strategies for control and copyright enforcement. “Controversial” may be putting it lightly; the ongoing fight between copyright owners and Internet evangelists is one of the most popularly debated fights surrounding Internet control. This class focuses on how copyright is enforced online, with particular emphasis on the "notice-and-takedown" provisions of the Digital Millennium Copyright Act, which allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The class will also look at a few other famous attempts to design within and around copyright’s regime, both with legislation and with new technologies.

<onlyinclude>
== Readings/Watchings ==

; The DMCA Notice-And-Takedown Process

* Digital Media Law Project, [http://www.dmlp.org/legal-guide/copyright-claims-based-user-content Claims Based on User Content] and [http://www.dmlp.org/legal-guide/protecting-yourself-against-copyright-claims-based-user-content Protecting Yourself Against Copyright Claims Based on User Content]

* [https://www.eff.org/takedowns Electronic Frontier Foundation, Takedown Hall of Shame] (peruse)

* Chilling Effects, [http://www.chillingeffects.org/about About] and peruse the [http://www.chillingeffects.org/weather.cgi weather reports].

* [http://paidcontent.org/2013/02/24/how-google-did-the-right-thing-with-the-nascar-crash-video-and-why-it-matters/ Matthew Ingram, Paid Content, How Google did the right thing with the NASCAR crash video, and why it matters]

; Case Study - SOPA/PIPA

* [http://futureoftheinternet.org/reading-sopa Jonathan Zittrain, Kendra Albert, and Alicia Solow-Niederman, A Close Look at SOPA]

* [http://www.ethanzuckerman.com/blog/2012/01/15/mit-media-lab-opposes-sopa-pipa/ Ethan Zuckerman and Joi Ito, MIT Media Lab Opposes SOPA, PIPA]

; The big picture

* [http://torrentfreak.com/bittorrent-traffic-drops-in-america-grows-in-europe-131111/ Ernesto Van Der Sar, BitTorrent Traffic Drops in America, Grows in Europe]

* [https://www.techdirt.com/blog/casestudies/articles/20120405/11221818390/perspective-complexities-copyright-creativity-victim-infringement.shtml Erin McKeown, A Perspective On the Complexities of Copyright and Creativity from a Victim of Infringement]

== Optional Readings ==

; Case Study - ISP "Six Strikes

* [http://www.onthemedia.org/2013/feb/01/copyright-alert-system-and-six-strikes/ Brooke Gladstone, Interview with Jill Lesser of Center for Copyright Information (''On The Media'')]

* [http://www.plagiarismtoday.com/2013/02/25/the-6-likely-impact-of-six-strikes/ Jonathan Bailey, Plagiarism Today, The 6 Likely Impact of Six Strikes]

; Case Study - Operation In Our Sites

* [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1835604 Andy Sellars, Seized Sites: The In Rem Forfeiture of Copyright-Infringing Domain Names]

* [http://wendy.seltzer.org/blog/archives/2011/02/02/super-bust-due-process-and-domain-name-seizure.html Wendy Seltzer, Super Bust: Due Process and Domain Name Seizure]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Internet Governance and Governments

2015-03-31T18:27:55Z

Andy:

{{ClassCalendar}}

'''April 14'''

Today we revisit a topic that began in the first class day and has run throughout: who should control the Internet, and how. Three different powers have come to fill that role at the largest levels: governments, corporations, and multistakeholder organizations. Each will invariably have some role to play in how the Internet is run at various levels, but what is the right balance of power? What calibration of powers is most beneficial to the general public? Is one type of power more dangerous than another? Are there examples we can draw from other areas of complex governance to help us develop a plan for governance of the Internet? And what would be the harm if there were no controlling parties at all?

<onlyinclude>

== Readings ==
* [http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2549270 The Global Multistakeholder Meeting on the Future of Internet Governance in 'Multistakeholder as Governance Groups: Observations from Case Studies' ] (case study on p. 214-237)

* [http://en.wikipedia.org/wiki/Global_Multistakeholder_Meeting_on_the_Future_of_Internet_Governance NETmundial, Wikipedia]

* [http://www.apnic.net/community/iana-transition/IANA-Factsheet.pdf Explained: The IANA Transition]

* [http://www.internetgovernance.org/wordpress/wp-content/uploads/ICANNreformglobalizingIANAfinal.pdf Milton Mueller and Brenden Kuerbis, Roadmap for globalizing IANA: Four principles and a proposal for reform]

* [https://www.youtube.com/watch?v=SyfpPJo2gnA Jonathan Zittrain and L. Gordon Crovitz Debate the Future of Internet Governance]

== Optional Readings ==

* [http://netmundial.br/wp-content/uploads/2014/04/NETmundial-Multistakeholder-Document.pdf NETmundial Output Document and Principles]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 15:12, 7 November 2013 (EST)</div>

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-03-26T20:34:07Z

Andy: /* Readings/Watchings */

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-03-26T20:31:42Z

Andy: /* Readings/Watchings */

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-03-26T20:29:52Z

Andy: /* Readings/Watchings */

Speech, Day 2: Collective Action, Hacktivism, and Social Movements

2015-03-26T19:36:10Z

Andy:

{{ClassCalendar}}

'''March 24'''

Just before the break we started exploring speech online. Today, we look at what happens when speech is aggregated into social movements. When does this work? When does it fail? Who gets included and who are we leaving behind? Does the Internet serve as a better facilitator to protests in some areas versus others? We’ll also look at a particular new form of online protest –
hacktivism – and the special considerations that come into play when people engage in protest through altering or disabling websites. Along the way we'll grapple with limitations of online protest activity, the criticisms weighed against online protest behavior, and some of the ethical questions that come up when different organizations fight for attention to their specific causes.

Joining us this week will be [http://cyber.law.harvard.edu/people/dothman Dalia Othman], a Berkman fellow and expert on civic engagement.

[http://cyber.law.harvard.edu/is2015/File:Civic_Engagement.pdf '''Download slides from this week's class''']

<onlyinclude>

== Readings/Watchings ==

; Framing

* [http://web.mit.edu/comm-forum/forums/civic_media.html MIT Communications Forum, What is Civic Media?] (skim)

* [http://ethanzuckerman.com/papers/newmedianewcivicsprepress.pdf Ethan Zuckerman, New Media, New Civics?] (read "The Thick and the Thin of Participatory Civics", skim rest)

* [http://dash.harvard.edu/bitstream/handle/1/4609956/SAIS%20online%20organizing%20paper%20final.pdf?sequence=1 Bruce Etling et al., Political Change in the Digital Age: The Fragility and Promise of Online Organizing] (read introduction, "Digital Technologies, Information and Political Transitions," "Online Organizing and Contentious Politics," and "The Uncertain Future of Digital Organizing")

; Defining hackers, hacking, and hacktivism

* [https://www.youtube.com/watch?v=-tB4onhtAmQ Gabriella Coleman, Anonymous from lulz to activists] (from 0:00 to 54:26)

; Case Studies

* [http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2295953 Yochai Benkler et al., Social Mobilization and the Networked Public Sphere: Mapping the SOPA/PIPA Debate] (pg. 4-10 only)

* [https://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/2015_02_10_Score_Another_One_for_the_Internet_0.pdf Rob Faris et al., Score Another One for the Open Internet? The Role of the Networked Public Sphere in the U.S. Net Neutrality Debate] (read intro and conclusion, skim rest)

* [http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/Mapping_the_Arabic_Blogosphere_0.pdf Bruce Etling et al., Mapping the Arabic Blogosphere: Politics, Culture, and Dissent] (read Key Findings and Introduction, skim rest)

* [http://civicmediaproject.org/works/civic-media-project/index Eric Gordon and Paul Mihailidis, Civic Media Project] (peruse)

== Optional Readings ==

* [http://www.youtube.com/watch?v=Fgh2dFngFsg Aaron Swartz, How We Stopped SOPA]

* [http://www.utsc.utoronto.ca/~farrell/blogpaperfinal.pdf Daniel Drezner and Henry Farrel, The Power and Politics of Blogs] (read introduction, "The networked structure of the blogosphere;" skim "How skewedness affects politics;" read "The constraints on blog influence" and conclusion)

* [https://civic.mit.edu/blog/erhardt/molly-sauter-and-the-coming-swarm-a-fireside-chat Erhardt Graeff, Molly Sauter and the Coming Swarm: A Fireside Chat]

* [https://soundcloud.com/bwalker/doing-it-for-the-lulz Benjamen Walker, Doing it for the LULZ (from ''Too Much Information'')] (11:00 to 22:45 only, language at times is NSFW. ''Too Much Information'' drifts between fiction and non-fiction, but this excerpt is non-fiction.)

* [http://civic.mit.edu/blog/erhardt/mapping-the-trayvon-martin-media-controversy Erhardt Graeff, Mapping the Trayvon Martin Media Controversy]

* [http://www2.scedu.unibo.it/roversi/SocioNet/AdamicGlanceBlogWWW.pdf Lada Adamic and Natalie Glance, The Political Blogosphere and the 2004 U.S. Election: Divided They Blog] (read introduction, analysis, and conclusion – i.e., pages 1-3 and 8-15)

* [http://journalistsresource.org/studies/international/global-tech/social-media-protest-egypt-tahrir-square Alex Remington, Social Media and Participation in Political Protest: Observations from Tahrir Square]

* [http://technosociology.org/?p=904 Zeynep Tufekci, #Kony2012, Understanding Networked Symbolic Action & Why Slacktivism is Conceptually Misleading]

* [http://blog.socialflow.com/post/7120244932/data-viz-kony2012-see-how-invisible-networks-helped-a-campaign-capture-the-worlds-attention Gilad Lotan, KONY2012: See How Invisible Networks Helped a Campaign Capture the World’s Attention]

* [https://cyber.law.harvard.edu/publications/2010/Tale_Two_Blogospheres_Discursive_Practices_Left_Right Yochai Benkler and Aaron Shaw, A Tale of Two Blogospheres: Discursive Practices on the Left and Right]

* [http://www.benkler.org/Benkler_Wealth_Of_Networks_Chapter_7.pdf Yochai Benker, ''The Wealth of Networks''] (Chapter 7 - "The Emergence of a Networked Public Sphere")

* [http://www.ethanzuckerman.com/blog/2012/04/20/the-tweetbomb-and-the-ethics-of-attention/ Ethan Zuckerman, The Tweetbomb and the Ethics of Attention]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">'''Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 11:51, 11 February 2014 (EST)'''</div>

Hope everyone had a great break! This is not class related specifically - I just wanted to pop in and post about Facebook's new changes in service regarding the banning of certain content. I can certainly see where some people's freedom of expression would be insulted. "How dare they censor me!" are the cries being heard.

That said, Facebook is a private enterprise (as in not a government agency paid for by tax dollars) and can therefore do whatever they please. You don't like it? Go use Twitter. Go make your own forum, go do your own blog, pound sand, you certainly are not required to use Facebook.

What do you all think?

Soundbites from the NYTimes Article:
http://bits.blogs.nytimes.com/2015/03/16/facebook-explains-what-it-bans-and-why/?_r=0

'''Facebook Clarifies Rules on What It Bans and Why'''

On Monday, the company clarified its community standards to give its users more guidance about what types of posts are not allowed on the service.

“We’re trying to strike the balance based on the way our community works,” Monika Bickert, Facebook’s head of global policy management, said in an interview. “The landscape is complicated.”

Terrorist organizations like the Islamic State have long been banned from the service. But supporting or praising groups involved in “violent, criminal or hateful behavior” is also banned, the updated rules say.

Threatening people with physical or financial harm, or bullying them by posting items intended to degrade or shame them, is also prohibited. So is anything that encourages suicide or eating disorders.

“It’s tempting to think of free expression and having a voice as black and white — either you have it or you don’t,” Mr. Zuckerberg said. “But giving people a voice, like most things in our society, is something that we must make incremental progress towards.”

'''And another writeup:'''
http://pontiactribune.com/new-facebook-rules-sharing-this-article-might-get-you-banned/

Just to add my viewpoint, this was my response to a friend that posted the above Pontiac Tribune link on Facebook. I may of course only be in the minority.:

<blockquote><i>I was reading this, and as someone who does not usually post anything controversial unless it's about which hard wood is better for making a portable bar, I thought this was interesting enough to take a devil's advocate stand on. Facebook is not a government agency. It's a private enterprise (I don't mean private company in relation to I know it's 'publicly traded').

Therefore what they allow and don't allow is completely and utterly their choice. We don't have to use Facebook. We can go create our own blogs, our own sites, post our own content on a forum that we own and control, without risk of being "banned". Now depending on what you are posting, you may or may not run afoul of the government, but that's between you and the government, and maybe the terms and conditions of wherever you are hosting said content.... but overall, I don't see this as a "freedom of speech" argument.

This quote from the article is rather disingenuous. "Facebook has decided to become the world’s censor. This may end up being the final nail in the coffin of a social media outlet that has seen users flee from other idiotic policies." (I doubt it by the way - the nail analogy)

Facebook is only becoming the thought police FOR THEMSELVES. If they don't want certain content on THEIR servers, being fed to the masses that are THEIR users, then that is THEIR prerogative, not ours.

Will people abandon Facebook because their feelings are hurt that they can't share that rape video? Or that gang beating? Or that gorgeous naked man with the sculpted 6-pack? Or whatever else pissed FB off? Of course. So be it. Get out of the sandbox and go build your own.</i></blockquote>

[[User:ErikaLRich|ErikaLRich]] ([[User talk:ErikaLRich|talk]]) 14:28, 22 March 2015 (EDT)

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Hi Erika (and everyone else)!
Interesting what you wrote. I liked the quote from Mr. Zuckerberg; “It’s tempting to think of free expression and having a voice as black and white — either you have it or you don’t...”, because that is something I believe often is forgotten in the debate about free speech. In my opinion is protecting the freedom of expression not the same as letting everyone say exactly what they want. Because that can limit the freedom of others. Here are some examples of why freedom of expression is not black and white:

1. If someone threatens you, you might not have the courage to express yourself, and your freedom is therefore limited. (In some cases can threats even effect all aspects of your life.)
2. If you get triggered through pro-eating disorder material (like you talked about Erika), you will also be silenced since someone who is suffering from an eating disorder have a hard time focusing on anything else than food and weight (and therefore probably won´t be very active in debates). Consequently is such material limiting the expression of others.
3. If you bully someone online (or offline), you mentally break down the other person. That can result in lower self esteem of the bullied and he or she might no longer have the courage to speak up and express him/herself.

It is hard to know what should be censored and what should´t. But it is important to reflect upon the fact that freedom never is black or white, and that liberalism isn´t a synonym to letting everyone do exactly what they want.

[[User:JosefinS|JosefinS]] ([[User talk:JosefinS|talk]]) 07:46, 23 March 2015 (EDT)

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This week's readings were wonderful and engaging but internet activism and online social movements cannot always be categorized in the same way as traditional activism. I feel that there is a heavy emphasis placed on an assumed laziness (perhaps the wrong phrasing) on the part of the blogger, online organizer, what have you. Yes, traditional organizing like real life marches or on the ground activism translates to a certain kind of activism and can lead to social and political change that cannot be achieved if the efforts remain online, as articles like Ethan Zuckerman’s, “New Media, New Civics?” point out. But we cannot define online activism in the same framework we use in examining our traditional notions of activism. The Internet, this still relatively young space, doesn't yet have as much of a "status quo" of sorts - - meaning, space can be taken up by more people than before (granted, exceptions for places that don't easy access to the internet or their internet is censored and/or blocked). In this way, saturating this new media with a marginalized viewpoint, perhaps from members of of traditionally marginalized groups is a strong political act within itself. Making it so that new media is not the same as what you would get by turning on the regular news, this is an action itself. For example, I found the "Mapping the Arabic Blogosphere" article pointed to the phenomenon. In looking at the different descriptions of peoples' blogs one can see a range of traditional ones to a growing degree of ones discussing HIV/AIDS, women's issues, etc.
([[User:Amchugh|Amchugh]] ([[User talk:Amchugh|talk]]) 15:49, 24 March 2015 (EDT))

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I loved watching Gabriella Coleman’s speech on Anonymous this week, particularly because I’ve been fascinated by – and conflicted in my opinions about – the group over the course of the past few years. I first read about them in detail in 2012, following their focus on a rape case in Missouri. The case had been all but dismissed by the courts and the media, until Anonymous seized on an exposé that had been published in the Kansas City Star. In this case, I was immediately favorable to how they handled the situation; it truly seemed like they were bringing justice to a case that otherwise would have been brutally unjust. But I also felt complications around the power of “online vigilantism,” since if a powerful group like Anonymous could focus its energies in a direction I agreed with, it could just as easily use its powers towards an end I (or others) felt was wrong. For example, the group drew controversy when it released incorrect information about the supposed police officer that had shot Michael Brown in Ferguson. It’s also potentially just as problematic to see what Anonymous chooses not to highlight, including this follow-up to the rape case in Missouri, when earlier this year, the victim attempted suicide again, and her mother wondered where the online group’s support had gone (http://www.washingtonpost.com/blogs/she-the-people/wp/2014/01/07/daisy-coleman-alleged-rape-victim-attempts-suicide-again/).

Another thing I have had difficulty grappling with is how the group balances its “lulz” mentality with more serious political activism. It was very interesting to hear Gabriella Coleman address this tension and show how it is clearly a big source of confusion even within the group itself. But it was equally helpful to hear her assessment that the humor and irreverence are political statements in and of themselves. I particularly liked her comparison of Anonymous to other groups in the past, such as the Cynics and the Dadaists. I had not thought about the fact that confusion and humor can be powerful cultural forces of protest and activism, and I had never thought of the “lulz” as an essential part of the group’s activism until she drew those comparisons. The humorous elements of the group also seem to help it gain legitimacy and respect among certain communities that might not afford such privilege to other activist groups. It reminds me of Ethan Zuckerman’s “cute cat theory of digital activism,” because of the idea that sometimes political activism needs to be masked in other forms of content in order to gain traction online.

[[User:Beccalew|Beccalew]] ([[User talk:Beccalew|talk]]) 09:02, 23 March 2015 (EDT)

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Hi everyone!

This week´s reading was very interesting since it was about something you hear about almost every day. The Internet can be used in many ways, and social movements on the Internet don´t always look the same.

Drezner and Farrel write that ”the typical blog is written by a teenage girl”. However, all blogs in table 3 - Blogs read by the media and Table 4 - Blogs read by elite media (they show influential blogs/bloggers) are as far as I can see, written by men. This is very interesting since it means that even though the typical blogger is a teenage girl (or at least was when this was written in 2004), the most influential bloggers are male. I also thought about gender when I read Etling´s text about the Arabic Blogosphere, when he wrote that ”Arabic bloggers are prominently young and male”.

What I also found interesting was that it often is critical that traditional media pick up and write about what the blogs have posted if the big audience should pay notice to it. Traditional media has in that way power that sometimes is difficult for new media to claim.

Zuckerman wrote about ”the thick and the thin of participatory civics”. He meant that ”thick” participation is when you have to use your head while ”thin” participation is when you need your feet, or when you don´t have to think and use your brain. He mentioned that thin participation often is negatively called slacktivism and that a lot of people blame those activists to be lazy and not doing ”real activism”. Zuckerman wanted to challenge that view and problematize the issue in new ways.

Thin participatory civics is often connected to new and social media. However, I would say that traditional media sometimes take advantage of this type of activism as well. One example is the annual radio/TV program Serious request from the Netherlands that has been broadcasted every December since 2004. The project has now been spread to several countries, but in most cases under another name. The purpose of the project is to involve as many persons as possible in collecting money to a different cause each year. Money has been raised for victims of land mines, for clean drinking water, HIV/AIDS, for victims of sexual violence, etc. (Wikipedia, 2015). The following paragraph explains the project:

"During the Dutch 3FM Serious Request three popular radio DJs are locked up for six days in a small temporary radio studio (the "Glass House"), placed in a main square in a different city each year. Living on a juice-only fast, the DJs make an interactive, themed broadcast around the clock, while regular programming on the station is suspended. Instead 3FM and its website are completely dedicated to the event, which is also transmitted as a continuous audio and video live-stream. Additionally there is television coverage, integration with social media, and a dedicated mobile app." (Wikipedia, 2015)

'''Some of the things the project include:'''

-Radio/TV profiles that lead the show.

-Auctions on the internet.

-Telephone calls to raise money.

-Projects that anyone can start to raise money.

-Sharing for example TV clips on social media to raise people´s awareness.

-Listening to the radio/watching TV (without listeners, there wouldn´t be a show.)

As you can see, there are many ways (both ”thin” and ”thick”) in which people can participate and organize themselves. I think that it shows how both the ”thick” and ”thin” can be crucial and good.

Wikipedia, 2015. Retrieved 3/23/2015 from ''http://en.wikipedia.org/wiki/Serious_Request''.

[[User:JosefinS|JosefinS]] ([[User talk:JosefinS|talk]]) 11:52, 23 March 2015 (EDT)

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Great points, everyone! Another fun piece of reading that was just posted related to tomorrow's discussion is [http://civicmediaproject.org/works/civic-media-project/binders-full-of-election-memes-participatory-culture-invades-the-2012-us-election Binders Full of Election Memes] by fellow Berkman Fellow Erhardt Graeff. [[User:Andy|Andy]] ([[User talk:Andy|talk]]) 14:45, 23 March 2015 (EDT)

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I think that the internet is a great device for a civic debate, protest or manifestation of society, however there may be some dangers that these groups of activists can face such as being labeled, hacked, or portrait in different way than what they really are, so I think that the balance that one must strive to reach is the idea of non violence over the platform of the internet, and the education and security that can ensure safety, of everyone in every way.

If some news are exposed can create a great impact on people, however it will take sometimes for people to be able to understand the way how information on the internet functions for the ones that posted and find it, this is we should strive to a greater level of awareness to only enjoy the benefits of the internet in social movements.

Edwin Duque (15:54, 23 March 2015 (EDT))

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Hello All!

I hope everyone had a fun and restful spring break. Even though I spent the week in Florida, thanks to my iPhone I was able to get through this week’s readings.

While all of the readings on collective action, hacktivism, and social movements were extremely thought-provoking, I was especially intrigued by Ethan Zuckerman’s, “New Media, New Civics?” article about online activism because, even though I am a huge fan of Malcolm Gladwell’s work, I totally agree with Zuckerman’s opposing stance on the value of participatory civics in the digital public sphere as an agent for change.

In his article, Zuckerman applies a very useful matrix to case studies of digital activism which denotes how varying degrees of thin and thick engagement can collectively impact change of both norms and codes, as he eloquently points out, “if enough of us raise our voices loud enough, we may persuade our mobile phone company or our nation to change its path” (14).

I know from personal experience that organizations such as Change.org not only collectively involve a large enough population of thin engagement participants to enact normative and instrumental change but they have also become an avenue of inspiration for others to participate in subsequent thick forms of engagement to solve additional problems and recruit even more participants.

According to their “About” page Change.org currently has more than 85 million users in 196 countries. That is certainly a significant number of voices actively contributing to a wide array of social movements.

[[User:EmiMac|EmiMac]] ([[User talk:EmiMac|talk]]) 00:28, 24 March 2015 (EDT)

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Beth Noveck's take on civic engagement was particularly controversial to me; at once I agree with her view that community engagements don't "scale" -- this idea brings to mind the example of the stereotype cookie-bake ladies who, getting together, stand on the proverbial corner of the road, put up a bake sale, and send all $124 of the proceeds to the Pentagon to help out with the war. They go to sleep thinking they have come together and done a great thing. When in the bigger picture, it is not society they have helped but their own consciences. Noveck's point about civic scaleability is pertinent everywhere we watch community efforts like this come to fruition only to cause the smallest of imperceptible ripples across the water. I would add that in addition to this problem of non-effectively translatable community engagement to politics, the discussion about words to action also suffers from information-flooding and information-dilution. This problem aside, the part where Noveck's stance is problematic is that community engagement does not necessarily translate into action. This stance overly discounts the power of norms as understood from Lessig's Code point of view. While this may be the case short term, Zuckerman is a treasure trove of examples to counter this argument -- especially from the Middle East and Islamic states -- where community engagement translates into fundamental shifts in norms. And norms are, in the end, the most powerful political actors in a democracy -- even in non-democracies.

In the Berkman report about trends in Arabic civic engagement, it was noted that most of these online activities seem to have the most "impact" in semi-repressive governments; doing less well in the least repressive governments and in the most repressive governments. One reason for this could be back to the problem of information dilution and over access in affluent communities. With societies in the least repressive governments, there is an overflow of news, of interests, of general online activity that have little to do with discussions about community. Rather, out of contentedness are born the classic children Complacency and Inaction. Digital media merely increases the speed of confusion and dilution. So the considerations of a society's comfort, it's information dilution levels, and its general government regulation are considerations that have come to the table about civic involvement and digital media in a way that is at once encouraging and discouraging. Encouraging when we read about Zuckerman's highlighting of the Pakistani community of women embroiderers who have been empowered to change societal norms via social media, and discouraging when we think about the majority of a comfortable society's use of its digital tools to do less than community-beneficial things. Great readings this week. Looking forward to piecing them together through lecture.

Chanel

[[User:Chanel Rion|Chanel Rion]] ([[User talk:Chanel Rion|talk]]) 00:45, 24 March 2015 (EDT)
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Hello everyone after the spring break!

Staring a Collective Action, Hacktivism or a Social Movement, they all are provoked by certain political or social events, by something done or something not being done by the government. From today’s reading it seams that in most of the cases the trigger has always something to do with the government not doing the right thing or not doing anything at all, Aaron Swartz telling us how KOIKA , later on SOPA was stopped, the Arab Spring, the hactivism organized by the Anonymous, the common element is that in all these cases single, otherwise ordinary individuals, combine forces in order to oppose the government united by a common goal. During the history people has done this using different means , more or less violent, but civil protests are not new phenomenon. What is new is the means we use nowadays. Internet is a very powerful tool. After today’s reading (and listening), I would conclude it’s power is based on three main pillars – Accessibility, Speed and Anonymity. Internet is an open tribune for everyone, everyone can make its opinion public and can easily find supporters by sharing it through the social communities. The second thing is the speed, the number of the supporters can reach thousands for just few days, as Aaron Swartz said it happened with the anti- SOPA campaign. Last but not least is the anonymity Internet is offering. An Internet user can initiate a group, community or be counted as a supporter of such one and still stay anonymous. A lot of people who would not dear to stand behind a cause and defend it on live, are gladly supporting the same cause online. This is bringing the question, how real all online movements and initiatives are? In some cases it turns out to be as real as it could be. When we take examples like the Arab Spring where the people transmitted the movement from Internet to the streets and keep on defending the idea. The most recent example I found is in Istanbul, last week where more than 100,000 people turned the funeral of Berkin Elvan into a mass demonstration for civil rights. As Zeynep Tufecki Is commenting on the event “No formal organization made the call” she says, it all has started in Twitter and later on turned out that Berkin's face had become a “symbol of civic resistance shared on social media from Facebook to Instagram”.

On the other hand there are cases when people are sharing a politically orientated image macro memes (Erhardt Graeff’s analysis on the election memes) but we could hardly conclude all of them are truly engaged with the cause. Most of them are just finding the memes amusing and funny . We could judge by the number of people sharing and liking the memes for certain tendencies in the society but it would not be right to assume all those people would defend the idea or cause behind the funny memes on the street. The research showing that actually most of the tweets regarding the Arab Spring were coming from Arabs in US and Europe is another prove that the conclusions based on the “online support” should be carefully examined and could be deceiving in some cases. I think Bruce Etling, Robert Faris and John Palfrey made a very good point on this, categorizing the social online activities into Mobs, Movements and CSOs. In the same spirit is the “Thick and Thin of Participatory Civics” theory of , Ethan Zuckerman who clearly explains that there is a big difference between the “lazy”, thin participation with by clicking the mouse and the thick one, where some dedication is needed.

I really liked the speech of Aaron Swartz and felt very sorry for his tragic end of his personal story but back to the subject , I was mostly impressed by the number of online petitions he had organized. What I am curious about is to know a little bit more about the legal value of such a petition. I think that some issues like the act of signing an online petition are not very clear to me. Should each of the signatures use an e-signature in order his vote to be recognized as a valid one. I think this would be impossible for realization but otherwise how the authenticity of such a petition could be assured so it could have a legal value? ([[User:Gia|Gia]] ([[User talk:Gia|talk]]))

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[[Shouting from a soap box or singing in the shower?]] This line stuck in my head as i read Yockhai Benkler et al. This is a question often ask amongst activist and friends in regards to political blogs. When you blog, do you speak to three thousand people or only three? Very difficult to know. This is why i've developed a few techniques to not waste time blogging. A quick short paragraph is usually best, no need for an entire manifesto because, again, you may be communicating with only three people. When it comes to countering hate speech, I only respond to those that cross the line into racism and violent threats, often referencing the audience and the possibility that someone in law enforcement might be reading the blog. Finally when it comes to arguing opposing points of view I try to respond to those who write full sentences and try to make an argument.

From Anonymus to LULZ by Gabriella Coleman was a very interesting presentation. There is a big difference between blogging and actual face to face, hand shaking community organizing work. Furthermore, one doesn't work without the other. The occupy movement used both tactics to some extent, but in my opinion, got caught up in the anonymous philosophy and wasted a tremendous opportunity to really organize and have an impact. Sadly their obsession with no leadership and their endlessly mind numbing deliberation sessions won over reason, instinct and action. I still give the young kids Kudos for revolting and shaking up the tree. I'll admit, I used the occupy movement to further my own agenda and the movement happily obliged, and it was a net positive for the communty organization i worked with, but in terms of real impact on public opinion and legislation, I would say it's minimum. Mainly because their actions became more and more lame over time, and never even came close to anything 'audacious' or daring as Anonymous' could come up with. [[User:Hromero10|Hromero10]] ([[User talk:Hromero10|talk]]) 13:25, 24 March 2015 (EDT)

[[Hacktivism and civic media]]. Wanted to add another post in response to some comments. The problem of scaling up is very real in activist blogs. this type of thin involvement is what you get from on line petitions and so forth, and in order to have real impact it must be coupled with community organizing. meaning actual people, who get together, meet face to face, organize actions and actually show up at city hall or the state house and make their case to law makers. If people are not willing to do this it is difficult for online activism to scale up beyond a group of like minded individuals or to have any meaningful impact on their goals.[[User:Hromero10|Hromero10]] ([[User talk:Hromero10|talk]]) 13:44, 24 March 2015 (EDT)
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This week’s topic, by far, is my favorite topic we have covered in class! I thoroughly enjoyed all of this week’s readings and was pleasantly surprised by what I learned. Before this week I considered myself proficient in the knowledge of online social movements, because I have been heavily involved with a lot of campus and student groups who participate heavily within avenues of civic engagement written about. Boy, was I wrong!

The piece that most interested me was Erhardt Graeff’s “Binders Full of Election Memes”. Admittedly, I think this spoke to me because I was guilty of “trolling” the Internet around election time. Although I may have been trolling, I am proud to say I refrained from malicious acts described by Gabriella Coleman. The type of trolling I participated in was far from anything Anonymous has committed, yet I still had a hand in retweeting or reblogging the occasional funny meme about a presidential candidate – because “I did it all for the lulz”. Naturally, because I believe I am a political animal, I would follow debates on the news between presidential candidates and then would return to social media outlets to see what would resonate with Twitter followers, Tumblr feeds, or even my own Facebook group of friends. What amazed me was Graeff’s ability to describe and articulate what I would find on my social groups.

Meme sharing indicates there is something worth paying attention to in that moment. Maybe it is just funny. Maybe it is a little too true, which underlies the humor and implores us to pass it on. A lot of memes act as shibboleths—they indicate that you are part of the in-crowd, you get the joke, you were there when it happened. This is the power of the meme speech act. It quickly creates a networked public from its in-group. That feeling of inclusion can inspire further and future discourse.

Like Graeff alluded to, the memes that I would post or repost, would initiate a conversation with a) people who watched political debates b) people who shared similar political views. It created this “in crowd” of people, which only perpetuated people to read or participate in politics to ensure they could get these jokes. I know there was a point in the running where Romney had made the famous “47 percent” comment for which I had not yet accessed. Sure enough, all my social media was blowing up with 47% hashtags, memes, and funny gifs. Not being able to understand what the trends were about, I was motivated to seek out legitimate news sources to read what had happened. The comment by Romney, exacerbated by online groups and memes, undoubtedly tainted the candidate’s image and I’m not sure he has been able to recover from this perspective. This small example shows the strength of social movements online is powerful, and has yet to know no boundaries.

I think in situations such as a presidential campaign, which promotes the freedoms of democracy, it is ideal to have as many citizens participate in the matters. In this aspect, social movements have done a wonderful job of providing information to as many people as possible. Before, matters of political platforms were somewhat reserved for the elite and privileged. Recent developments have made information more accessible and relevant. Secondly, social movements can positively reinforce the desire to be involved, even if it’s out of social pressure to be part of the “in crowd”. My wanting to be involved with the latest 47% topic drove me to seek out information and stay more current with politics and national news. In this respect, social movements can promote participation.

But, I believe that politics nowadays have moved away from what originally was concentrated on the validity of the content being discussed, to highlighting who flubbed or what mistake can be made in to memes. This, I believe, is one of the negative perspectives for which social movements fail online. The focus of participation can be shifted to aspects that may be funny, but take away from the real issues at hand. Henry Jenkin’s “civic media” suggests that social media and television are not solitary actions, which I agree with, but at what degree does participation look like? Does change come about when things are being retweeted or reblogged, but not translating into action. Graeff’s describes some of these concerns as:

Although this corroborates the value of connective action and the argument that election memes represent legitimate political speech acts, it also calls into question the quality of personalized expression and grassroots mobilization involved. But “authentic” and even cynical political participation through memes can coexist with their adoption and exploitation by professional political organizations.

When speech becomes aggregated into social movements, the results are simply unfathomable. As past events have shown, massive movements (i.e. #blacklivematter, #occupy) or social injustice campaigns (i.e. Aziz Ansari’s #rupertsfault campaign against Rupert Murdoch) have happened due to the ability to assemble on online forums. I think the reason I am so attracted to this topic is because the environment of social movements have endless possibilities and unlimited abilities to include more, and more participants.
[[User:Mhoching|Mhoching]] ([[User talk:Mhoching|talk]]) 15:11, 24 March 2015 (EDT)
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'''Why Accountability Matters'''

Beth Novek asks, “what does civic, rather than deliberative, media look like?” She answers, “Ultimately it means recasting our conceptualization of the First Amendment to be not simply about talking about talk but also talking about action.” We do need to talk about action, but that is not enough. We need to talk about responsibility and accountability in taking action.

Action is an abstract word that evokes a virtually infinite number of manifestations, weak, strong, legal, illegal, disobedient, constructive, and destructive. Action, particularly concerted action, without the constraint of accountability is a very dangerous movement. I am not limiting my discussion to physical action, as in moving online bullying to physical bullying. Digital action in our digitally dependent and digitally empowered world holds many risks. We will never agree on regulating action based on our opinions of whether a particular action is positive or negative. There are those that would contend that the actions of the 9/11 terrorists had positive effects. What we can do is take the steps to help ensure that actors are accountable for the actions. This would seem a basic tenant of a civil society, digital or physical.

Certainly, accountability inhibits in varying degrees the actions that a community or individual might be willing to take, as exemplified in the reactions by the government to the demonstrations against Mubarek in Egypt. There demonstrators were identified and arrested based on their Facebook identities. The videos of the release of the demonstrators were employed by the government as propaganda that it still had power over such demonstrations. But the story does not need to end there, and we may also consider the reactions of the online world to those videos and to the actions of the government in making the arrests. Here, everyone, demonstrator and government alike, is accountable. It is when action is taken anonymously, when actors are not accountable for their actions, that we are most at risk of abuses of power. Anonymity would appear to offer far more risks of abuse than sanctity for concerted action. As Etling observes, “anonymity diminishes the effectiveness of the very factors that facilitate effective social and political organizing…: leadership and displays of unity and commitment. It is therefore not surprising that there are no examples of influential political movements comprised of anonymous participants…. digital technologies can be used just as easily by those with nefarious intentions as those acting in the public interest.”

[[User:Gary Brown|Gary Brown]] ([[User talk:Gary Brown|talk]]) 15:57, 24 March 2015 (EDT)

-----

Welcome back from break everyone!
Three topics struck me as fascinating and relevant this week: social movements gaining support through social media, symbolic versus institutional power, and the role of narratives in the acceptance and change of social norms.

One of the common themes that struck me as I read our literature this week (especially the article by Tufecki) is that of a call for a social movement that breaks us out of an existence dictated by mass media. More specifically, I am fascinated that individuals used social media to communicate their messages and eventually gain support for social movements. In the Coleman video, we saw signs of this in the “Anonymous movement” in which people publicly attacked or poked fun of public individuals or symbols that preserve our somewhat “mundane” existence.

I also really enjoyed the discussion of symbolic power versus institutional power. Again, in the Coleman video, the anonymous movement fought for human rights, for example, and eventually was able to positively change social norms, solely with symbolic power.

A perfect recent example that brings these two themes together, along with Tufecki’s third theme of narratives as a driving force for social norms and social change, is the recent public outcry surrounding the Ferguson shooting. Though racism clearly existed in area for some time, a “hands up don’t shoot” narrative was falsely constructed and then spread throughout mass media, and repeated by individuals and organizations with institutional power. It has been discovered that this was a fabricated narrative. Ferguson was a huge topic on social media, and unfortunately countless individuals were misinformed as they banned together for change. It is unfortunate that institutional powers are not always required to apologize for spreading misinformation to the masses, especially because the narratives they spread are given such weight due to their formal power.

[[User:Batjarks|Batjarks]] ([[User talk:Batjarks|talk]]) 16:00, 24 March 2015 (EDT)
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Etling et al (2010) stated “The Internet also allows new voices to enter the debate by reducing the influence of gatekeepers and by permitting the rise of citizen journalists to engage in previously expensive journalistic, transparency, or fact-checking endeavors.” Social media has become the main avenue that give people the space to demonstrate how community and global issues still matter and that people are still deeply concerned and want to take an active role in making change. Zuckerman(2013) asked the following question, “So I leave you with a question: Civics is changing. How do we help those inspired by The Hunger Games use digital tools to become participatory, passionate and effective civic actors?”

In a university setting, media tools have allowed for student protests to become larger, more engaged, and effective than they would have been with the ability to access or use social media. While working in higher education institutions, I have seen social media movements reach out beyond the university student body to include parents, university administration, peer institutions and the wider community. Today’ students are very adept at quickly organizing social activism networks through email lists and Facebook; but Twitter feeds are a primary artery for soliciting participation and creating solidarity. Here is an article that speaks about the quick organization of protests and the garnering of social support after the arrest of University of Virginia student, Martese Johnson: http://www.dailymail.co.uk/news/article-3002398/Bloody-arrest-University-Virginia-student-outside-bar-sparks-massive-protest-governor-s-call-investigation.html. This demonstrates how social media and technology has given the opportunity for students’ voices about community concerns that were confined to their particular geographic areas and given them an international. Another recent incident involving a sexual assault investigation at Brown University caused uproar on the campus when an accuser, the child of a Brown corporation member/donor, was not charged. The Brown community used a blog and the hashtag #MoneyTalksatBrown to organize a protest and garner a social movement. You can read more on the blog to see how the students used social media to support their cause: http://bluestockingsmag.com/2015/03/12/moneytalksatbrown/. So while media activism is being called into question, technology allows for students to continue making their voices heard until they receive the attention of the administration and the community listens.

References:
Etling, B., Faris, R., and Palfrey, J. (2010) Political Change in the Digital Age: The Fragility and Promise of Online Organizing.

Zuckerman, E. (2013) New Media, New Civics. Adapted from "New Media, New Civics?"
[[User:Tasha|Tasha]] ([[User talk:Tasha|talk]]) 16:02, 24 March 2015 (EDT)

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I’m going to jump in right away and say that I enjoyed the video about how Anonymous started. From trolling to political activist is pretty interesting. I like how Anonymous became a provocative medium to spread ideas to the masses. Yet this makes me question if indeed the internet has too much power. Back then, social movements were physical, now it could occur digitally. How do we measure the strength of these movements? I mean, in the United States, there is a right to your beliefs (religion), so is going against Scientology really a just cause? Does the majority always dictate what is the right course of action? Is Democracy always to favor the majority, and thus ignore the liberties of the minority? I personally do not agree with the teachings of Scientology, yet if the law gives people the right to practice their own religion, isn’t Project Chanology unconstitutional? I understand it was a response to Scientology’s attempt to remove Tom Cruise’s interview from the internet; yet if Scientology has done it with legal and legitimate ways, it should be done.

So my question about this is; since Anonymous has a horizontal structure with no real leaders, how do these people’s ideals reflect the masses? Do they really reflect the actual situation, and would promote things for the better? Of course, I am supportive that a cause like this could create more justice for different sensitive issues, but it still brings me to the question of whether Anonymous view reflect the publics. If it does, then sure, it’s a good way to voice the opinions and ideals of the masses. But what happens when they do not reflect those ideals? To stretch it further, what about the minorities who also have the right for their own liberties. Isn’t a social digital movement against those minorities unconstitutional? It raises more questions than it answers. The framework of voicing opinions becomes increasingly enticing, but how do we determine what the “just” cause is to do? If they are pro-Democracy, then why are they a small group focused on spreading minority ideals to the public (my assumption is that Anonymous group isn’t going to be half the population of the US).

It questions the power and how much control governments should have. It brings us back to previous lectures about government’s way for censorship, and surveillance. Are these digital social movements harmful to the society? I do not see a problem if it reflects the masses. But what if it does not reflect the masses? Then what? Shouldn’t we find legal means to voice our opinions about certain topics? What constitute as “just”?

Next I’d like to talk about our definition of civic media. I think Greg Peverill-Conti makes a good point about World of Warcraft. The issue about real communities versus created communities. Personally I had played World of Warcraft (very addicting), and I understand that those communities do share their interests and communicate probably more than between a mother and son. Beth Noveck also points an interesting issue that the current structure of the media is flawed. It is not playing a role to “enhance” democracy. I believe it is endangering it. With so many arguments about hate-speech, silencing, undermining, and such, I think the plausible exploitations by the media to achieve their monetary interests becomes increasingly easy. It also brings into question of whether it is “just” to jump on the bandwagon to distribute “unconfirmed” news in order to get traffic. (As we learned from previous lectures about how news websites would promote gossips from the “internet”)

Linking the two readings/videos, Anonymous is a civic media. It is a community that uses its medium to promote things far beyond their community. It is stretching out further to other communities. As such, it beckons whether this is a good thing or not. What if one community has too much power and too much reach to voice their opinions to everyone else? What if one community has the power to silence, undermine, and or discriminate other communities? Has communities leveraged civic media to extreme levels to achieve their goals? Has the press extended their reach with civic media to the extent where news no longer is relevant? It becomes self-fulfilling, and it is not very pleasant to question if every article is legitimate or not.

I find it very interesting to tie social movements with civic media uses to fulfill the voicing of their ideals. I believe in efficiency. As for the case of demonstrations and voicing ideals, I believe that social movements are made more efficient by using civic media. Civic media promotes it further and makes connections within the community stronger and more convenient. It also conveys its messages loudly and strongly. As you may have noticed, my previous posts had emphasized efficiency. I believe the advancement of technology is strongly tied to efficiency. Mankind is moving towards making “everything” more efficient. Be it storing foods so they don’t rot, to communicating through thousands of miles; it is all based on efficiency. Social movements do happen from time to time. As long as politics and governments are subjective, we will never have an objective way to know what regime is “just” and “sustainable”. As such, when social movements happen, it would be 10 years of pain, or 5 years of pain. With more efficiency through civic media, we could achieve a more efficient voicing of the social movement’s opinions. Whether it works or not would soon be known. It would take less time to know if it works out. This is what I believe to be the strength of Civic Media for social movements.

I’d like to talk about the plausible flaws of Democracy. Does lobbying reflect the ideals of the masses, or just the ones that are lobbying? I think this is obvious. Only the ones that are lobbying. So could we also conclude that whoever spends more money to lobby would likely get a better outcome? I do believe so. Just as Reference 1 says, it was plausibly due to the lobbying from newer start ups and Internet-Savvy White House staff that beat out the older technology companies which resulted in Wheeler’s decision on net neutrality. I know I mentioned this many times in today’s post, but is it “just” to do this? There seems to be a lot of moral issues associated with today’s readings. Is lobbying the just way to deal with things; does it reflect what people really want? Is privacy just dependent on who has the most money for lobbying governmental officials?

Lastly I want to say it is very interesting to read about the Arabic blogosphere. What enticed me the most was the issue about terrorism. In fact Arab bloggers would be “overwhelmingly critical” of violent extremists. That does make a pretty huge statement that I believe the majority of the Western world seem to not realize. These extremists exist not because they are from Arabic countries (I know, it’s a generalization, but may I dare say, this is sort of what the Western world seems to view of Middle East), but simply because they are extremists! The next interesting factor I found about the article is that Arabic bloggers tend to blog with their real names. I think more research and emphasis needs to be done on this. This is an interesting finding. And I also (hopefully I’m not generalizing once again) think that women were more likely to blog anonymously than men is due to the gender issues that Arabic countries face. Not trying to put my value on theirs, but perhaps women feel safer to blog anonymously. I’d definitely like to see more research on this issue. Why exactly do Arabic male bloggers use their names or obvious pseudonym? Is it so that they could “make a statement”?

In conclusion to this week’s readings, I think it brings a lot of moral questions into technology. Technology has allowed us to advance extremely fast, but our morals and judgment seems to lag behind it. We could make efficient uses of civic media to promote social movements. We could voice our opinions through mediums (Anonymous) and do actions as long as we believe it is “just”. Though what exactly is just? That I do not know. I believe it is still a very undeveloped issue at the moment. Should we use “just” based on old norms prior to the internet? But wait, the internet is something entirely different, so shouldn’t we actually make new definitions to determine what is “just”? There is no “half” filtering, or “half” censorship. It’s either entirely, or none. With that sort of distinction, we are at the mercy of the extremes. How do we satisfy moral questions so we could have “some” censorship, but also the liberty to voice our opinions, without the destruction of news media outlets that would endorse and spread any sort of internet rumor for their own monetary benefit? We need some sort of middle ground.

References:

https://www.youtube.com/watch?v=-tB4onhtAmQ

http://web.mit.edu/comm-forum/forums/civic_media.html

http://ethanzuckerman.com/papers/newmedianewcivicsprepress.pdf

http://dash.harvard.edu/bitstream/handle/1/4609956/SAIS%20online%20organizing%20paper%20final.pdf?sequence=1

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2295953

https://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/2015_02_10_Score_Another_One_for_the_Internet_0.pdf (Ref 1)

http://civicmediaproject.org/works/civic-media-project/index

http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/Mapping_the_Arabic_Blogosphere_0.pdf

Note: Arghh, I tried posting this earlier but it did not actually get posted!

[[User:Caelum|Caelum]] ([[User talk:Caelum|talk]]) 17:22, 24 March 2015 (EDT)

Powerpoint Slides from Class

2015-03-26T19:35:08Z

Andy:

File:Civic Engagement.pdf

2015-03-26T19:33:43Z

Andy:

Cybersecurity and Computer Crimes

2015-03-24T21:22:47Z

Andy:

{{ClassCalendar}}

'''March 31'''

Last week we looked at hacking as a form of social protest. This week, we take a closer look at the more sinister side of hacking, and the various responses to it. Hacking at its heart involves modifying or intruding upon another’s system. But not all intrusion is socially harmful, and writing laws against hacking have a troubling (and at times, tragic) history of being misused. How big a threat is hacking, really? How should systems respond to hacking? What, if anything, should be the role of government? In what ways can we govern those who don’t consider code to be a governing influence?

== Assignment 3 ==

[[Assignments#Assignment_3:_Project_Outline|Assignment 3]] is due ''before class'' today. [[Assignment_3_Submissions|You can upload that here.]]

<onlyinclude>

== Readings ==

; Cybersecurity

* [http://krebsonsecurity.com/wp-content/uploads/2012/10/HackedPC2012.png Brian Krebs, "The Scrap Value of a Hacked PC (infographic)," Oct 2012]
* [http://www.forbes.com/sites/moneybuilder/2015/01/13/the-big-data-breaches-of-2014/ Bill Hardekopf, "The Big Data Breaches of 2014, Forbes, January 13, 2015]
* [http://www.reuters.com/article/2011/04/26/us-sony-stoldendata-idUSTRE73P6WB20110426 Liana Baker and Jim Finkle, "Sony Playstation suffers massive data breach," Reuters, April 26, 2011]
* [http://arstechnica.com/security/2014/12/hackers-promise-christmas-present-sony-pictures-wont-like/ Sean Gallagher, "Hackers Promise 'Christmas Present' Sony Pictures Won't Like," Ars Technica, December 15, 2015]
* [http://arstechnica.com/security/2014/12/us-government-fingers-north-korea-as-the-sony-hackers/ Peter Bright, "US Government Fingers North Korea as the Sony Hackers," Ars Technica, December 17 2014]

; Computer Crimes

* [http://www.justice.gov/criminal/cybercrime/docs/ccmanual.pdf United States Department of Justice, Prosecuting Computer Crimes] (read pages 1-11: Introduction to the Computer Fraud and Abuse Act and Key Definitions)

* [http://www.cjr.org/cloud_control/scripps_hackers.php Sarah Laskow, Reporting, Or Illegal Hacking]

; Case studies

* [https://en.wikipedia.org/wiki/Operation_Payback Wikipedia, Operation Payback]

* [https://en.wikipedia.org/wiki/Project_Chanology Wikipedia, Project Chanology]

* [http://www.dmlp.org/blog/2013/impact-aarons-law-aaron-swartzs-case Andy Sellars, The Impact of "Aaron's Law" on Aaron Swartz's Case]

* [http://arstechnica.com/tech-policy/2014/04/appeals-court-reverses-hackertroll-weev-conviction-and-sentence/ David Kravets, Appeals Court Reverses Hacker/Troll "Weev" Conviction and Sentence]

* [http://www.csmonitor.com/Innovation/2013/1113/Hacking-tool-threatens-Healthcare.gov-site Jeff Ward-Bailey, Hacking Tool Threatens Healthcare.gov Site]

== Optional Readings ==

* [http://www.intelligencesquaredus.org/debates/past-debates/item/576-the-cyber-war-threat-has-been-grossly-exaggerated Intelligence Squared Debate: "The Cyberwar Threat Has Been Grossly Exaggerated"] (an [http://en.wikipedia.org/wiki/Oxford-Style_debate#Oxford-Style_debate Oxford-style debate] with Marc Rotenberg, Bruce Schneier, Mike McConnell, and Jonathan Zittrain; watch the video of the debate)

* [http://www.law.northwestern.edu/lawreview/v107/n2/795/LR107n2Matwyshyn.pdf Andrea Matwyshyn, Hacking Speech: Informational Speech and the First Amendment]

* [http://www.nytimes.com/2013/01/31/technology/chinese-hackers-infiltrate-new-york-times-computers.html?_r=0 Nicole Perlroth, Hackers in China Attacked The Times for Last 4 Months (''New York Times'')]

* [https://torrentfreak.com/pirate-parties-use-influence-to-halt-operation-payback-101120/ TorrentFreak, Pirate Parties Use Influence to Halt Anonymous’ Operation Payback]

* [https://cyber.law.harvard.edu/interactive/events/2012/10/soghoian Christopher Soghoian, The Growing Trade in Software Security Exploits]

</onlyinclude>

== Videos Watched in Class ==

== Links ==

== Class Discussion ==
<div style="background-color:#CCCCCC;">'''Please remember to sign your postings by adding four tildes (<nowiki>~~~~</nowiki>) to the end of your contribution. This will automatically add your username and the date/time of your post, like so: [[User:Andy|Andy]] 10:28, 17 December 2013 (EST)</div>

Speech, Day 2: Collective Action, Hacktivism, and Social Movements

2015-03-23T18:45:13Z

Andy: /* Class Discussion */

Copyright, Day 1: Guiding Principles and the Special Case of Anti-Circumvention

2015-03-18T18:45:25Z

Andy:

Talk:Main Page

2015-03-18T18:44:49Z

Andy:

The link to the [[Assigned Readings|Complete List of Assigned Readings]] leads to a page that is more than a year out of date. Perhaps there is a more current page?

[[User:Gary Brown|Gary Brown]] ([[User talk:Gary Brown|talk]]) 13:37, 18 March 2015 (EDT)

: Hi, Gary. Good catch! The page is updated now. [[User:Andy|Andy]] ([[User talk:Andy|talk]]) 14:44, 18 March 2015 (EDT)