Kye-ser Söze's Mind Matter
A.K.A Brain spew
June 11, 2013 by admin

Final Self-Assessment report!

Role: HD

At the beginning of the semester, when we formed groups, I was put in charge of making sure the website grammer was edited well, as English is my first language compared to the International students. I am usually very shy when it comes to groupwork, but I felt really comfortable talking with my group and therefore felt comfortable enough to really contribute to the group. Over the course I believe I took on a leader type role, and helped  organise meetings and made sure everyone was up to date with what was happening in class or in group meetings if they missed any. I always updated in the Facebook page what was happening. I don’t I faced any real issues with my group, everyone worked well together and were prompt to meetings. We all developed our project ideas together and the workload was split evenly. http://raws.adc.rmit.edu.au/~s3332009/blog2/?p=487 If we did have any problems or someone needed a bit of help with their parts, I offered to help out a bit and that was fine. By the end of the semester I felt quite confident in our work knowing we had a solid plan and structure and it was reassuring t have group members who had the saem mindset as me in terms of quality of work and meeting deadlines. My role in the research was to write about more of the Australian Content, such as the Laws, Regulation and Censorship, as well as some of the case studies, and I think I contributed enough content for the final website. http://raws.adc.rmit.edu.au/~s3332009/blog2/?p=492

 

Progress: D

At the start of the semeser, I was not overly confident with doing thorough acdemic research and really found the library website and datebases hard to use in terms of finding relevent content. I was amazed at how much Freedom of Speech was being presented in the news every week! The week where we went to the library collaborative space and learnt how to properly use the library website and datebases searches was something I found incredibly useful and made me feel a lot more confident to complete the research for our final project. I used books, and the internet to help me find relevant research to add to our project. After completing the Annotated Bibliography, I felt like I could write Bibliographies a bit better and had some more practice in referencing. http://raws.adc.rmit.edu.au/~s3332009/blog2/?p=458 I really enjoyed starting research on one topic, and then having that as my starting point on a research journey. I learnt so much more by following links that branched off from the main topic. I think my strength would be trying to follow the structure of research referencing and by allowing myself to be emersed in the topic by letting the research lead me where I went. My weakness would probably be sifting through all the readingsl I am quite unorganized so I like to do my research solely online as it helps me keep organized, but I decided to print off some readings to take with me places so I didn’t need to bring my laptop. I must admit I also struggled with some of the more academic articles and sometimes found it hard to understand what the author was trying to contend.

 

Strategies: C

My research strategies would include me taking a topic, such as censorship laws in Australia, and then typing this into google search. I would then click on certain links that would help me gain a basic understanding of the topic. I would then go to the RMIT library search page and type in the same sentence. I would click on a few articles and other academia and try to use the basic understanding I gained from the google search links to help me understand the academic language easier. I would then save these online books on my library shelf to read later, or if I found useful quotes would add them to a word file of my collated research.  We also had a group google doc to add our research into via the Facebook page. My collaborative strategies were to make sure everyone had an equal workload, and everyone knew what decisions had been made as a group and that everyone was on track with their research. I think this was an easy group project in terms of collaboration because everyone got along and had very similar goals to one another. My personal learning strategies were to just keep on researching and try to get as much research done as possible in the timeframe. I also aimed to complete my work on the deadlines that we set as a group. I don’t think the blog really worked for me because in the end I felt like I was just summarizing what had happened during the week as I was too focused on doing the actual research to do proper and thoroughly refective blog posts.

Problems: C

I don’t think I faced any major problems in this semester. I think maybe I struggled with language barrier sometimes, but we always figured out what we were trying to say so in the end that was fine. I think a problem for me was just trying to understand the academic articles and what the main points were from them. Sometimes it just felt like a muddle trying to understand them. I think I was worried that we had created a presentation that was going to be boring for the audience to sit through, so the mock presentation is class was really useful in helping us determine what the audience would like to hear and see. I really tried to create a positive atmosphere in our group meetings and always encouraged group members when they had great work. http://raws.adc.rmit.edu.au/~s3332009/blog2/?p=490

 

Connections and Intersections: D

I learnt the value of proper thorough research. I gained so much new knowledge through the library collaborative space learning exercise; I didn’t really know how to use the databases and library shelf accounts before! http://raws.adc.rmit.edu.au/~s3332009/blog2/?p=471 Now that I know how to use them I find research, even for other subjects, so much easier to conduct because they are all neatly organized on my e-shelf for me to look at at different times. This course was really important because it helped us form invaluable research skills that we can apply to in the workplace when we leave university. I have learnt that when it comes to groupwork, I do have a voice and not to be afraid to offer up my ideas and opinions. I have a better understanding of the types of people I work really well with. I learnt that I work better when I have a plan or structure to work with. I learnt how to use visual dynamics and speech to create a presentation that would engage an audience. The topic that we looked at; Freedom of Speech is quite important to us as media makers because we may face these situations where our creative work may be censored from the public or that in the future, our political landscape can be affected by the voice of the people and our opinions help shape the world.

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June 10, 2013 by admin

Final Research Website!

Ok so the time has come..all our research and hard work is now due in the form of a website!

Here is it: http://freedomofspeechresearch.weebly.com/

Enjoy!

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June 6, 2013 by admin

Final Presentation!

We had our final presentations today from 9:30-3pm! I think we did our presentation quite well and we were right on the time limit! We were so worried that we would go overtime like the mock presentation but we made our work more concise! I’m so proud of my group members and me that we were able to get it all done!

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June 5, 2013 by admin

Draft structure for our final presentation!

This is what we have come up with!

Shocking video
‘basic human right’
definition of free speech
‘here are some interesting case studies’
Personal experiences of censorship in China
China- twitter/youtube/facebook-
Show the hungry beast video.
Personal experience of censorship in aus-
video of aus censorship
Aus- censorship of the above-
insert funny meme making fun of aus government- explain that in China this is a criminal offence.
Personal opinion of the importance of freedom of speech.
end.

I am in charge of editing up the ‘shocking video’ as well as talking about Bill Henson, Why freedom of speech is important and what we have learnt. Eric has kindly volunteered to set up a Prezi doc to make our powerpoint in.

Here is what I am saying for what we have learnt:

The definition of freedom of speech isn’t absolute and can vary depending on different cultures.

Freedom of speech as a human right is not demonstrated completely everywhere. This is because there are other important rights that are conflicting with freedom of speech.

However, freedom of speech is our basic human right. Everyone has the right to express their opinions. We have learnt about how china and Australia regulates their media and why the government restricts certain content. Each country has its own restrictions and requirements on free speech. Comparatively speaking, Western countries are more open than Eastern countries on free speech. However, it may be based on the different political systems and national conditions.

Free speech is important as a citizen’s basic human right, but it still needs to be limited by law and morality.

Free speech is not an easy topic to cover, there is no wrong or right, and no place can be a free speech paradise, because harmful speech happens, there is a long process for citizens to have more freedom of speech with conditions.

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May 24, 2013 by admin

Mock presentation in class!

We were really unprepared slide-wise as we have been trying to complete some research to put on our site! We didn’t even time it beforehand so I didn’t get to say my bit of the speech because the 10 mins went by before I could talk! But this session was really helpful for us to see what the audience would like to see when viewing our presentation. Here is the feedback the class gave:

on the screen slow slideshow of powerful images-
clear signposting of points
slideshow
empathize the blocking of youtube and facebook
drive It with case study
get away from text
say ‘here are some really cool case studies’
all own individual experiences of censorship- interesting
ditch definitions
subtle – meme- laugh- something to lighten it up
make fun of it
find a balance
comparing conceptually
shock us at the beginning
linking to universal human right
at the start- this is a universal human right
show us a little shocking video
what we did we started to think about freedom of speech in action- in reality
journey needs to be clearer
main bit of the story

set up is important
sell the website
website- tv show- got to give the best bits away- GIANT AD FOR WEBSITE

so basically..we need to open really strongly with a video or something…then have a slideshow in the background as we speak..talk about our own experiences of censorship, like how in china you cant post certain things on twitter etc…we need to make it less serious at times

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May 12, 2013 by admin

Art Case study- Bill Henson

I have decided to do my Australia Art case study on Bill Henson, whose controversial nude photography of minors sparked outrage from the public and even the then Prime Minister Kevin Rudd. It was sort of uncomfortable sitting at uni doing research with these photos of semi-obscurred naked children on my laptop screen!

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May 7, 2013 by admin

We have booked an interview!

Eric and Alice will be interviewing a famous Chinese talk show host who currently hosts a show on the radio. We have been trying to come up with questions to ask her. Here are mine:

3. Have you felt worried about the consequences of any media piece you have contributed to in China?

  •  4. How does censorship affect citizens in China
  •  5. What is it like experiencing Australia’s level of freedom of speech compared to China
    6. What are some examples that you have witnessed of people not being free to speak their mind in China?
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May 2, 2013 by admin

Presentation

Ok we have done our presentation to the lecture theatre. It was scary and I don’t think people could understand what we were saying. But they said we needed to talk more about Case studies.

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April 28, 2013 by admin

Work towards presentation

Today we looked at what we are going to say in our presentation to the whole lecture theatre! It must be 3 mins long so we have to brief but informative!

Here is our plan:

Part 1 WHAT
what is the specific topic?
what is the structure of the project?

Part 2 How
present details of your progress towards the final product outcome
present key components of the initial research that work towards addressing the substantive issues outlined in the research brief
A to-do list

Part 3 Why (important)
explain why those research issues are important… why should the audience(your peer) care about this research.

I am speaking about why Freedom of Speech is important :

Freedom of Speech is important to us because it benefits human creative impulses and allows people to share their creativity with others to create more enjoyment in the world. As media makers we can create a variety of content for others to be freely shared.
It allows for different points of view and different opinions on topics to be heard- this is especially important in news.
Allows for the voice of the people to be heard on important government issues- people can help change the way society is run and help improve laws that affect us.

Here is our timeline:

Week8-9 Go on research
Week9-10 Make an interview
Week9-10 Make a questionnaire survey
Week10 Create a website
Week10-12 Publish and update on the website
Week13 Make a presentation
Week14 Report & Final blog

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April 17, 2013 by admin

Media Industries Annotated Bibliography

Here are my 8 references for the Media Industries Annotated Bibliography:

Web E-Briefs:

1. Jackson, K, 2013, ‘Censorship and Classification in Australia – Parliament of Australia’, Web E-brief, Australia [ONLINE] Available at: http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/Publications_Archive/archive/censorshipebrief. [Viewed 10 April 2013].

 This article covers information regarding the Censorship system in Australia and it’s changes and current forms. It also provides many links for further research on specific laws, commissions, acts, classifications, boards and departments covering media censorship and regulation in Australia. It uses textual evidence in the form of laws as well as case studies around the debate of the ‘X’ category and Internet Censorship.

 This article is aimed towards an audience of the Australian public, people involved or interested in media making in Australia and people who need to know the laws of Australian Censorship to know what is legally allowed to be aired on Australian Television and screen. It is also aimed at people who are opposed to censorship in Australia, and even goes as far to provide links for readers who want more information on anti-censorship groups and sites. It is a descriptive text as it lists and describes the many laws and regulations that are currently in place in Australia.  This brief is an example of a more informative piece of academia as it doesn’t really have an argument or opinion.

 This article is useful for our group project as it provides valuable information and links on the censorship situation in Australia, as this is a topic we will be covering. It also provides a link to a paper written by the then current Attorney-General Hon. D.R Williams AM QC ‘From Censorship to Classification’. We can also access the anti-censorship sites linked in this article to hear a different opinion on the topic to cover.

Journal Articles:

1.    Brown, A, 1999 ‘Controlling interests- censorship laws on Internet content in Australia’, New Statesman, Vol. 128 Issue 4445, p42

 This article is a response to a new Australian Censorship law which entails Internet Providers being responsible for the discontinuing access to illegal internet sites. It also notes that while censorship may be something that people consider bad or detrimental to success are wrong, and states that many organizations who work under strict conditions on what they are allowed to say or do are quite successful. It argues that few other countries are as repressive as the modern American corporation. He argues that there is so much content available on the internet that no one can possibly be aware of it all.

 This article is aimed at Australian media academics, the general public who are interested in media laws, and other scholars. It could also be aimed at Government officials. It is descriptive, drawing examples from other countries such as Russia to compare with Australian censorship. The article can take on an aggressive tone as the author states that understanding the technology does not give anyone the right to enforce censorship laws on the rest of the world (aimed at Berkeley, California).

 This article is useful to our research as looks at the debate of laws around Censorship in Australia. It looks roughly at a case study on Russia and the KGB after 1989.

 

2. MacKinnon, R “China’s “Networked Authoritarianism”.” Journal of Democracy 22.2 (2011): 32-46. Project MUSE. Web. 16 Apr. 2013. <http://muse.jhu.edu/>.

This article states that Chinese Government and authorities are adapting to the internet. The author describes the idea of ‘networked authoritarianism’- the idea that authority figures and regimes adjusts to the changing digital technologies it’s people use. Chinese netizens are able to voice their opinions on social problems and government policies, however individual rights and freedom is not guaranteed. It also looks at the idea that while Chinese netizens live under heavily censored internet , it is still a place for debate. It also lists the different ways the government control the content on the internet and what is posted; tactics such as cyber-attacks, device and network controls, domain-name controls, localized disconnection and restriction, surveillence, classic monitoring, law-enforcement compliance and astro-turfing and public outreach. It employs the use of case studies and expert opinions.

 The audience that this article is aimed at are internet users in other countries apart from China, the general public or people interested in how authoritarian regimes adapt to netizens finding ways to voice their opinion, and media academics and researchers. It is analytical as it looks at the different methods used to combat this. It is trying to inform the audience about how these government and netizens work around each other, and argues that even though there are new technologies that netizens can use to get around the censorship barriers, the government will be able to adapt.

 This article is useful as it lists the different methods the Chinese government uses to enforce censorship on its Internet. It also links to other case studies that we can do further research on.

 

Web Documents:

1. Ng, J.Q, 2013. How China gets the Internet to censor itself – Waging Nonviolence, Web Document, United States of America, viewed 10 April, 2013, <http://wagingnonviolence.org/feature/how-china-gets-the-internet-to-censor-itself/>

 The argument of this article is that Chinese netizens, despite Government and companies employing strategies to censor the Internet, will always find loopholes to voice their opinion online due to the heavily published information on how censorship on the Chinese Internet is carried out. The author uses case studies such as one on Weibo, and his own research conducted through using a computer script to discover a thousand banned words on the Chinese Internet. He also writes about an academic study that was conducted on global Internet censorship. He also argues that visual reminders of censorship that netizens come across may be a form of intimidation. He also discusses multiple layers of censorship; government mandated blacklists (censorship), self-censorship by content providers and self-censorship by users.

 This article is aimed at an audience of internet activists, scholars and people interested in censorship and free speech in China. It is fairly descriptive as it explains how censorship is conducted using Weibo as an example, but it also analytical, showing evidence of research conducted to explore how the Chinese Government uses different tactics to censor the Internet.

 This article will be helpful to our research as it has a lot of information on Weibo and how that site is used by Chinese netizens whilst being heavily censored. It also supplies a list of some of the banned words and lists content that will be censored. There are also many helpful links to other sited we are interested in looking at that will be helpful to our research.

 Peer-Reviewed Journals:

1. Feng, G.C & Guo S.Z ‘Tracing the route of China’s Internet censorship: An empirical study’,Telematics and Informatics, Available online 26 September 2012. Peer Reviewed Journal.  

 This article is a research study conducted on Chinese Internet censorship, specifically the process the Chinese Government and companies take to block illegal content. The authors state that the Internet in China poses a major threat to the Chinese government due to the easy accessibility of anti-government web content. It looks at how the Chinese Internet censorship is structured. It found that machines regularly scan the Internet for banned words and phrases. It also notes the difference of Western censorship, which looks to block libel, obscenity, racism, instigation of violence, right-wing extremism and cyber crimes. It also noted that China’s Internet is structured more like an Intranet which is a closed network rather than the Western form of a decentralized network.

 This article is aimed at an audience of cyber professionals, scholars and organizations. It is set out as an empirical study, with an aim to uncover how China’s Internet censorship system is designed and how it works to monitor and filter content. It uses a theoretical framework based on the principals of control theory.

 This article is useful to our study as it provides a more analytical aspect of censorship in China. It provides useful diagrams to help us understand how the censorship is carried out. There is a lot of qualitative and quantitative research for us to look at.

 

2. Qiang, X, 2011, The Battle for the Chinese Internet’,Journal of Democracy [1045-5736] vol:22, iss: 2 pg: 47-61, Peer Reviewed Journal.

This article looks at the impact of censorship of the Internet in China by it’s Government. The author contends that a dynamic exists between political authorities and netizens using three characters which read ‘feng’ which means to block or censor, ‘shai’ which means to reveal, and ‘huo’ which means to rapidly spread. Through these three characters, the author describes cases where they occur in the context of censorship within China. The article employs the use of case studies such as the event that occurred in January 2011, where on Sina Weibo (China’s version of Twitter) the word ‘Egypt’ was blocked from it’s search engine due to prodemocracy riots that were occurring in Egypt. The author also states that Chinese netizens are constantly finding ways via mediums like blogs to post their thoughts on public affairs, and that the Government is learning to adapt to new technologies which allow this. The author uses a large amount on textual evidence from studies, surveys conducted by Chinese media publications, and expert opinions from Internet experts.

 The perspective of this article is one coming from an adjunct professor at the Graduate School of Journalism of the University of California-Berkeley, who is also a principal investigator at Counter Power Lab, and founder and chief editor of China Digital Times. Therefore he is speaking from experience having been active in the China internet network, encountering censorship by the Chinese Government. This article is addressing Chinese netizens, internet users, Government officials, technological experts and academic people interested in the topic of free speech in other countries. The article itself is very descriptive of the process of censorship in China and also analytical in the sense that it uses many references to support its arguments. The main discourse is that citizens need a better understanding of ‘cyber-politics’, that online public opinion will continue to express itself online, and that while censorship of media and the Internet will continue , the government has a lowered ability to control the spread of information posted by Chinese netizens.

This article will be helpful because it makes it easier to understand the different ways in which the Chinese Internet is censored. There are many links to sites that Chinese netizens use that we can analyse and discuss, as well as links to departments that are in charge of Propaganda, Censorship and further research on the topic. There are also a variety of case studies that we can look at as examples, especially the topic of “Grass Mud Horse” which was an internet sensation and represented information that couldn’t be discussed in the mainstream media.

 Newspaper Article:

1. Fitzgerald, R , 2011, ‘Let us stop pussyfooting around our censorship laws’, The Australian, February 12.  

 This article states that Australian politicians are treating its public like children. The author believes that our Government’s actions towards censoring material such as X-rated videos and R18+ video games do not reflect the wants of the general Australian public. He believes that the current Classification Act is skewed towards religious and right-wing groups and is not an accurate reflection of the morality of the Australian Public. He also states that Americans have freedom of speech as part of their Constitution, and that the reason we don’t have the litigation for freedom of speech is because we don’t have a bill of rights for it. The author uses case studies and statistics to illustrate his point of the views of the Australian public being in favour for certain things the government wants blocked.

 This article is aimed at the general Australian public, especially those who are angered by the actions of the Government in relation to censorship of content that would deem morally acceptable in other Western countries.

 This article is useful as it covers the issues that are surrounding Australian censorship laws and the morality of the public. It has useful links to classification acts and people of interest who we can conduct further research on.

 

2. Turley, J , 2012, ‘Shut up and play nice: How the Western world is limiting free speech’ The Washington Post, 12 October.

 This article is an opinion piece expressing the idea that freedom of speech is dying in the Western civilization due to people being afraid to express their opinions for fear that they will offend. He states that modern society cannot tolerate intolerance, even though free speech is often about challenging social values. He believes people are focusing too much on the possible reactions to speech. He also lists four ‘rationales’ that threaten free speech; the idea that speech is blasphemous, hateful, discriminatory and deceitful.

 This article is addressing citizens of the Western world, telling them how free speech is dying. It is also addressing Government officials and people interested in media and censorship laws in Western culture. He uses case studies to show how people expressing their opinions have been met with fines or even incarceration.  

 This article is useful to our research because it covers the area of censorship in Western Culture. It lists some case studies we can do further research in and provides an alternate opinion of free speech and censorship.

 

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