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Saturday, 5 December 2009

Is ‘freedom of expression’ a desirable and feasible end? Answer this in a way that connects with both academic sources and the current state of the media, using appropriate illustrative examples.

Media Culture & Society

Freedom of expression is where an individual has the right given to them by the state to say or do anything he or she wants that substantiates his or her opinions. Article 19 of the Declaration of Human Rights states, “Everyone has the right to freedom of opinion and expression, without interference. And the right to seek, receive, and impart through mediums.” The articles protectorates therefore receive the right of expression. However if it wasn’t for other laws and philosophical boundaries, unlimited freedoms would have society evolving into states of anarchy. “[A]narchy, which many feel is the highest realization of individual liberty?... Mill takes the view that if people are given complete freedom then some will surely abuse it, using the absence of government to exploit others.”

The first limitation to freedom of expression starts at the prevention of anarchy. “All that makes existence valuable to anyone depends on the enforcement of restraints upon the actions of other people.” John Stuart Mill called this restriction the ‘harm principle’. People should have the right to say and do what they please but not at the expense to other people. “The only purpose, for which power can be rightfully exercised over any member of a civilized community against his will, is to prevent harm to others. His own good, either physical or moral, is not a sufficient warrant. ...What needs to be determined is the correct mix of freedom and authority.”

Looking at the recent programming of Question time on the 22nd of October with Nick Griffin of the British National Party (BNP), there sparked a question of whether the views of Nick Griffin and the BNP should be protected under rights of freedom of expression, or not, in conjunction with a ‘harm principle’. Firstly can the views of Nick Griffin and the BNP be classed as false, and be censored because they are false. “Many beliefs that were once held as certainties have been considered by later generations not only to be false but to be absurd. This not being an argument that the views of both parties are false or not, but the actions taken after people decide a certain view is false or morally wrong. Therefore should the reaction to Mr. Griffin not be for the opposite representatives like David Cameron and Gordon Brown (and associate parties) to slander and revoke his views, but to present what society can do in opposition of his certain views. Enforcement of the ‘harm principle’ doesn’t have to be exercised with a ‘police action’ but a political one. “Never thinks Mill, have we the right to claim infallibility” and defiantly so strictly.

“If you want to know whether a nation is truly democratic, one measure will give you an answer with near certitude: How does the state treat the press?With Freedom of expression come a free press. However history shows that freedoms can be bought. In 1993 the FDA of USA approved a new drug for the company Monsanto, which was a laboratory manufactured hormone that would be injected into cows to increase milk production. What the FDA never found out first hand was the hormone increased cows susceptibility to infection which resulted in contamination of milk.Controversy over this matter erupted again in the US because of ... Steve Wilson and Jane Akre... [T]he Fox Network, who was so enthused about the series titled “Mystery in Your Milk” that they considered radio time to advertise it. Monsanto got wind of it and promptly had their lawyers send threatening letters to the Network. Trying to salvage their work and appease the network as well as Monsanto, the journalists spent the next seven months rewriting the series no less than 83 times... In the end, they were offered nearly $200,000 to go away quietly and say nothing about the TV station’s handling of the story. When they refused, their contract was not renewed.”

Monsanto was able to suppress the reporting of the news, which would have had great effect on public opinion and purchase of their product. They were able to do this because Fox Network not only had to consider the journalists rights, but that Monsanto was a large advertiser for their entire network. Free press and therefore the journalists rights to freedom of expression and the public right to freedom of information was under serious consideration and could have a different outcome if more money was in play, an example that the freedoms can come at a price and can be bought.

One of the most remembered infringements in Britain on the rights to free press and expression is in 1972 when “The BBC stood up to what was described by all sides as the most intense pressure... to stop a three-hour programme called ‘The Question of Ulster: An Inquiry into the future.” They ignored the pressure to show broadcast of the activities of the IRA until the existence of a Panorama filming of an IRA roadblock. It “...led to the Prime Minister to say in Parliament that it was ‘time for the BBC to put its own house in order’. Taking the hint, the BBC sacked the editor of Panorama, Roger Bolton.” Defending herself she was quoted “Let me be clear: yes, I do say things to the media, I do request them. But I am never going to put censorship on – we are not that kind of party”Mrs Thatcher may claim that this was not censorship and not so again in 1988, but it was pressure on Britain’s major news outlet that had a responsibility to the audience of the entire nation to report the news. So to some degree the rights of opposing parties, the media and the public were violated, without a prosecution. Luckily the media today has changed, having learned from their mistakes the BBC takes no pressure from the government on the content of its reports. The BBC isn’t government run but is funded by the people through TV licence fees, it is an unbiased entity that reports the news.

A second limitation is that there are current countries, societies and people that do not have and would not benefit if not hinder, from the rights to freedom of expression. John Mill calls this the ‘Liberty Principle’ and that Freedom of expression is only for the ‘civilized community’. “Liberty is valuable as a means to improvement – moral progress. Under some circumstances liberty will, just as likely, have the opposite effect, and so progress will have to be effected by some other means.”He states that children should not benefit from this right, as they should not be free to choose to learn how to read and write. “If we choose free speech in preference to competing values we are supported by three powerful reasons. First, by claim that it is an essential part of the democratic process. Second, emphasis is sometimes placed on the idea that it is a vital adjunct to the autonomous life. How we can develop as human individuals if we do not have the opportunity to debate, to give and to receive information and ideas?”Countries that live under a non democratic rule would benefit negatively if they were given rights that could be exploited for the gain of the government or other companies and institutions. Third world countries would not consider the individual liberty of expression to be a progress in society, the need for food, water and peace will be placed above such liberty. Places like this require the rights to live, to protection or to worship rather than the right to speak. However the right to free expression under a democratic society enables the public to decide how their government rule and their country turns out. The vote gives power to the public rather than the institutions that run society.

Habermas defined the public sphere “as a virtual or imaginary community which does not necessarily exist in any identifiable space. In its ideal form, the public sphere is made up of private people gathered together as a public and articulating the needs of society with the state."New technologies like, telecommunications and the internet have expanded on people’s rights to freedom of expression. What the Internet has done since its creation, is increase the size of public spheres and create a better transnational democracy. “[F]ace-to-face communication imposes severe spatial and temporal restrictions on public and political interaction.” And so “At the very least, computer-mediated communication offers a potentially new solution to the problem of the extension of communicative interactions across space and time and thus, perhaps, signals the emergence of a public sphere that is not subject to the specific linguistic, cultural and spatial limitations of the bounded national public spheres, that have up to now supported representative democratic institutions.”

Social networking and its content, like ‘Facebook’ and ‘Twitter’ is public created and is not the publications of government or private institutions, giving the people greater freedom, not just so that they can speak out, but so they know that they are being heard without interference. However the speed of the internet gives people the ability to infringe on others rights and freedoms, like racial hatred or slander, which can in time be censored, but once an opinion is expressed using the internet, it can already have been heard by a large population.

All in all freedom of expression is something that greatly benefits democratic societies like the United Kingdom and the United States. It works to empower the public of a democratic society, and it is something that nations should work to bring to the entire world and its people. Even though history has shown exploits of free speech, there has been resolve, and in every situation the power of free speech has been solidified and grown even more powerful. In our society it is greatly valued by the public at large and is the only thing the weakest and poorest people have to hold against how things change in their community. Whether or not our freedom to express lives on is again the public’s responsibility, exercising their rights is a major way to keep their freedom alive.

What a nation should be conscious of is a greater level of restrictions, it can be said that with more laws of that prohibit, the public looses more and more of their freedom. So are we living in a world where we are free to say and do as we please, or does the system and infrastructure limit us into a way of living, which is clocked in a declaration stating we are free?

Tuesday, 23 June 2009

Level 2 modules

Professional Development and Placement - Media, Film & Culture 2

Media, Culture, Society

Researching the Media Landscape

Video Production: Script to Screen

Visual Effects and Motion graphics

Myths, Meaning and Movies

Monday, 22 June 2009

Level 1 Results

Placement Report at TRC

Introduction to the host organisation


My placement for Level 1 Media Studies was at a college in Rotherham. Thomas Rotherham College is an A-level college. It takes on new students from GCSE for a two or more year period. Students attend college to work on getting achievements that will either help them get a job or set them on a career path, or help them on their way into further education.


The college consists of different departments. The obvious ones are the teaching departments, like Media Studies, English, and Biology. However there are other departments that aid staff and students throughout there time at Thomas Rotherham College. Some examples are student services, Learning Resource Center (LRC or Library) and Exams Office. These departments do no student teaching but aid with any other problems that may arise.


For Example student services will supervise attendance of students. LRC holds learning resources like books, computers and independent learning. And the exams office organizes facilities to accommodate the exam timetable.


Appendix 8 is a hierarchy graph showing the authority level in the workplace. It shows that Andy Amery, the Program Manager supports the department with any of its needs and is the boss of Vicky Allen who is the head of the Media Department. She teaches media as well as keeps the department running by assigning tasks to the other teachers Robert Venn, and Lee Hughes. My role shows that Vicky is the person I report to for assignments and updates on general activities I will be taking part in during the day. It also shows I have no direct access to students. My relationship with the students was to help where I felt I could but always in the presence of another teacher.


OCR is ‘a leading UK awarding body, providing a wide range of qualifications to meet the needs of learners of all ages and abilities.’ (http://www.ocr.org.uk/)
They supply the teaching staff with the curriculum they will be teaching, and training the teachers everything about the course requirements and expectations of the students.


Media students at Thomas Rotherham College to receive a qualification were required by OCR to study a range of media texts and topics as well as the construction and deconstruction of media products, in the context of the key conceptual areas of media forms and conventions, media institutions, media audiences and media representations. (http://www.ocr.org.uk/ (PDF Document Approved Specs for Media Studies))


Analysis of the host organization


Thomas Rotherham College is a local six-form college in the Rotherham area, and is seen as an alternative for students who do no wish to stay at the secondary school institutions for their further education. It welcomes students from in its local area and surrounding boroughs like Sheffield and Doncaster.


The Media Studies department at Thomas Rotherham College is looking into plans to help the regeneration of local attraction Boston Castle. With student help they will help design a multi-media package for the attraction to launch through its regeneration and it’s re-opening. Also students will also have a great opportunity to submit the work they put in as A-Level coursework.


In the past South Yorkshire Police approached the department, and asked them to film an award ceremony for Rotherham Police on the 28th March 2009
Thomas Rotherham College’s relation with similar organizations is based on a scoring table of exam results assessed and provided by the government. An example if these ranks can be found on the BBC News Website. (http://news.bbc.co.uk/)


The league table gives teachers and the college official information of their scoring of its average a-level points. Then compares it to the local and national averages. This apparatus gives the college knowledge of its effect on a wider context.


My time at Thomas Rotherham College was during UCAS events and workshops for students, with first years progressing into the second year in a short time, tutors spend time talking about their long-term plans of further education.


Teachers at the college promote a wider context to their students of society and the education system by educating them on what life would be like at university, after university and the types of set backs and struggles they may have if they go or don’t go.


The UCAS Events Presentation handout (Appendix 4) shows an example of the training taken by staff on how to approach the subject of UCAS and universities. In the handout a college trip is mentioned for the staff to promote. HE Conventions visit to Sheffield Arena is an optional trip for students to visit the area which is host to various universities across the county, giving A-Level students to sample them by taking prospectuses. (Appendix 9)


Working at Thomas Rotherham College I have become more aware of how we live in a ‘Meritocracy’ and associated institutions of this system. But more so how it starts for the common individual. Students receive qualifications (merits) promoting their professional attributes for the present and future progression of education and careers.


Meritocracy is where the ruling class is no longer selected on basis of kinship or wealth but on merit. Also IQ is no longer randomly distributed. The ruling class has taken on a hereditary character, but one based on talent rather than birth. (Taylor, P. Et Al. pg 47)
This concept has been made apparent slightly in my studies of culture in relation to the media at Leeds Trinity and All Saints.


However this social construction is only apparent for students, and not the institutions non-teaching structure. Departments are assessed on statistical data on the number of pass grades and the grade levels. There is more importance placed on handing out qualifications rather than teaching. Students are in some ways taught to pass exams and coursework specifications rather than media studies in general. The department feels this gives students a very narrow view on the subject area.


While on placement Vicky Allen head of the media department was made aware of changes to the syllabus for ‘A2’ Level. In short OCR had redesigned the second year for students, making it harder, and more work intensive on the coursework. The changing of the syllabus has changed the teaching within the department. Students have had to be made aware of the changes and the facts that it will be a course that is more intensive and is not suitable for students who under achieve due to lack of interest or lazyness.


The Media Department at Thomas Rotherham College requires a large supply of equipment each year. At the start of the year they are presented with a budget, and currently the media department is putting a spreadsheet of everything they want and costs, then they are going to work through to reach back down to their budget.


They require filming equipment, like cameras, tripods and DV tapes. They require computing equipment, like editing suites, podcast cameras and microphones, and editing software, like adobe premier and Photoshop CS3.


Every year they supply the LRC (Learning Resource Center) with a list of required reading textbooks. An order is set to their supplier Hopkins Book Service in Sheffield.
The subject of equipment is very alarming in the media department, compared to the number of students, and the addition of student next year, Vicky the head of media is alarmed and has stated that the resources are lacking in the department. She is working to convince this of her boss and the college that they need more money to accommodate the high level of students coming next year.


Personal Skills and Strengths Audit


During my time at Thomas Rotherham College I acquired a range of skills that I previously did not have. The ones that are directly linked to this institution and the career path I was investigating are as follows:


On the 9th of June a class of thirty white male students visited Thomas Rotherham College from year nine. This was because the college was concerned that this section of the population was under represented in Business, Law, and Accounting classes in college. Therefore they where shown around different departments including media. I was asked to participate and help out as much as possible.


Vicky, the head of media created a lesson plan, the class was to create a magazine front cover and acquire some basic knowledge in the magazine industry. The class was hard to manage due to their behavior and lack of focus at the start.
I acquired a different type of teaching skill, as I was not used to behavior of the class being a problem. Overall we felt that the lesson went well as they managed to create an outstanding piece of work in short time. Appendix 1 shows a sample the work produced.


In my second week at Thomas Rotherham College I was up to date with the curriculum being taught and made some handouts for student to help them with revision in the up coming exams.
I created a handout on Stereotyping in celebrity magazines (Appendix 2), and a case study of a new video game that linked to their critical research exam on violence in video games (Appendix 3). These were my first attempts at making learning resources and I believe this skill will grow to become a strength within the workplace. I acquired a valuable skill that will benefit me if I follow this career path.


During my placement, teachers in my department were required to attend certain training courses, which I was able to attend. They included a three-hour presentation on eating disorders, a report from the Ofsted inspection outlining ways that the college could improve, and a workshop on Diversity and Equality for students.
We worked on a handout about Diversity and Equality (Appendix 5), a presentation on the upcoming UCAS events in and out of college (Appendix 4), and a handout from SYEDA (South Yorkshire Eating Disorder Association) on eating disorders. (Appendix 6)
What I learnt was the amount of work teachers have to do that isn’t in the classroom or directly related to the teaching of students. Something I never conceived before by being a student.
Working for a college I have had to be aware of the age group I am interacting with. I had to be sensitive about the way I talk and what I say when in the presence of students that are under the age of 18. This was mixed due to the time I spent with the teachers Rob and Vicky who I felt more relaxed with and was able to be myself.


The Skills I have gained in my placements as well as the ones I have not listed have given me a good idea what a teaching career in Media involves. My experiences in some areas have put me off taking such a career path. However what I must decide is if the areas which have intrigued me, like teaching students, will sustain my wish to consider becoming a Media Studies Teacher in the future.


Bibliography & Reference


Handy, C. (1992) Understanding organizations: Penguin Books
Taylor, P. Et Al (1998) Sociology in Focus: Causeway Press Ltd
http://www.thomroth.ac.uk/ - The Thomas Rotherham College website
http://www.ocr.org.uk/ - OCR Recognizing Achievement website
http://www.ocr.org.uk/Data/publications/key_documents/L_GCE_Media_Studies_Spec.pdf
OCR Approved Specifications for Media Studies
http://news.bbc.co.uk/1/shared/bsp/hi/education/08/school_tables/secondary_schools/html/372_8600.stm
Thomas Rotherham College League Table Results


Appendix List


Appendix 1 2 Magazine front covers created by year 9’s who visited the college
Appendix 2 Handouts I created to distribute to students on Celebrity Magazines
Appendix 3 Case Study: Ruse. Critical Research on Video Games
Appendix 4 UCAS Events Presentation
Appendix 5 Handout from the Diversity and Equality workshop
Appendix 6 Handout from SYEDA on eating disorders.
Appendix 7 Health and safety, Computer Services, Aim Higher, Child Protection Policy and Procedure, (SYBIL)
Appendix 8 Hierarchy Pathway Graph
Appendix 9 UCAS Higher Education Convention