Who Killed the Radio Star? How Music Blanket Licensing Distorts the Production of Creative Content in Radio

According to popular and scholarly belief, video killed the radio star. The golden age of radio, culminating in the 1930s and 1940s, was gone with the rise of television in the 1950s and 1960s. In this Article, we advance the claim that television’s role in the “death” of the radio star has been more limited than commonly believed. A major culprit, we argue, is the common licensing practice of musical content for broadcasting, or more precisely, the blanket license issued by copyright collective management organizations (CMOs). By setting a zero marginal price for broadcasting additional songs from the CMO’s repertoire, CMOs’ blanket licensing drives commercial radio stations to dedicate a larger portion of their programming to the broadcasting of recorded songs and to reduce the time and resources spent on producing or procuring other content. This Article makes three main contributions to three fields: competition law and policy; copyright law and policy; and cultural history. For competition law and policy, this Article reveals that the analysis of blanket licenses should not be limited to their static effects (i.e., the trade-off between lower transaction costs and supra-competitive pricing), but should also include the dynamic effect of blanket licensing on the type and quality of content production. This dynamic effect also poses a challenge for copyright law and policy: while collective licensing may be beneficial to one class of copyright holders, it may hinder the production of other content and harm creators of such content, by depriving them of important opportunities for market and cultural participation. Regarding cultural history, our Article provides a novel explanation for the well-documented phenomenon of the “death” of the radio star and re-evaluates some of the existing explanations. Finally, we discuss some alternative models for music licensing that can mitigate the distortion created by blanket licenses

Contextualizing our Leadership Education Approach to Complex Problem Solving: Shifting Paradigms and Evolving Knowledge: Priority 5 of the National Leadership Education Research Agenda 2020–2025

Complex problems characterized by uncertainty, interconnectedness, poorly defined goals, and high risk are not new to the human experience. Yet humanity is increasingly faced with multifaceted and pervasive global challenges, and leadership education must adapt accordingly. These complex problems transcend borders and require a collective, adaptive, and iterative learning response. Complex problems such as failure to act on climate change, unemployment, food crises, governance failures, pandemics, cyberattacks, and involuntary migration are interrelated challenges that require paradigm shifts in responses and leadership (Global Risk Report, 2020)

Sarid, Ariel, Rethinking the Modernist Curriculum with Habermas\u27s Concept of Self-Critical Appropriation, Journal of Curriculum Studies, 49(Issue 4, 2017),456-475.

Analyzes the issue of disciplinary and interdisciplinary subjects in the curriculum by reference to some studies from UK, France, and Finland in light of Habermas\u27s position; concludes that a balanced curriculum is desirable

Education for Environmental Citizenship: A Master’s Course Incorporating International Collaboration

Education for environmental citizenship (EEC) is a crucial component of the effort to promote societies that are aware of sustainable lifestyles and able and motivated to adopt them, and such education is acknowledged as a key component within the discourse around 21st-century global processes. A global trend calling for the incorporation of environmental and sustainability education in formal and nonformal educational systems is becoming increasingly prevalent. In line with this global trend, the present paper presents a course that will be conducted within the framework of the Master’s programs at Beit Berl College in cooperation with international partners (lecturers, students). The course incorporates the ENEC’s (COST action) conceptualization of EC and EEC, including the pedagogical model developed within ENEC. The course has the potential to have a wide impact on educational practice and curriculum in the field (both formal and non-formal)

A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship

Civic agency is acknowledged as a key driver/catalyst for social transformation toward sustainability. Recent environmental citizenship education (EEC) models advocate a transformative approach for addressing environmental unsustainability (addressing underlying structural causes) and the identification of the development of change agents, as both the means for deep social transformation toward sustainability and the outcome of EEC. Given the paucity of studies looking into the psychological attributes of sustainability change agents, this work aims to deepen the theoretical understanding of the motivations that drive individuals to act as change agents and the type and extent of the change that they aspire to effect, with a view to developing competent environmental citizens. To this end, this conceptual work applies Schwartz’s theory of universal values to construct a three-level framework of environmental citizenship (EC) (individual-level, community-level, and socially-transformative-level). Each level reflects an increasing level of change agency that is driven by distinct motivational values and competences. The framework shares affinities with qualitative change agency typologies in the literature but claims that these different qualitative types reflect expanding ‘levels-of-concern’ and an increasing extent of change, as expressed in the EC framework. The paper then discusses curricular implications for the design of meaningful EEC deriving from the framework: Effective EEC entails developing change agency by adapting learning to the EC-level of the learners and the educational organization. The proposed EC/change agency framework provides a scaffold for such curricular adaptation

Values, Beliefs and Environmental Citizenship

In this chapter, we will consider the relationships between values, beliefs and Environmental Citizenship. The role of personal values, value orientations and environmental beliefs in explaining pro-environmental actions and behaviour is widely explored. It is already acknowledged that self-enhancement (egoistic and hedonistic) values are less predictive of pro-environmental actions than self-transcendence (biospheric and altruistic) values. Additionally, beliefs are considered to be at the core of human behaviour in cognitive theories explaining pro-environmental behaviour and are an important part of many theories used to predict pro-environmental actions. We regard Environmental Citizenship as a combination of certain pro-environmental actions and civic engagement, both public and private, that lead to the mitigation of environmental problems. It is important to answer the question of whether general values and beliefs can potentially be relevant antecedents of Environmental Citizenship. Understanding how values and beliefs relate to Environmental Citizenship would allow for evidence-based ways of promoting Environmental Citizenship in schools and communities and would empower educators to make effective decisions in promoting Environmental Citizenship

Values, Beliefs and Environmental Citizenship

In this chapter, we will consider the relationships between values, beliefs and Environmental Citizenship. The role of personal values, value orientations and environmental beliefs in explaining pro-environmental actions and behaviour is widely explored. It is already acknowledged that self-enhancement (egoistic and hedonistic) values are less predictive of pro-environmental actions than self-transcendence (biospheric and altruistic) values. Additionally, beliefs are considered to be at the core of human behaviour in cognitive theories explaining pro-environmental behaviour and are an important part of many theories used to predict pro-environmental actions. We regard Environmental Citizenship as a combination of certain pro-environmental actions and civic engagement, both public and private, that lead to the mitigation of environmental problems. It is important to answer the question of whether general values and beliefs can potentially be relevant antecedents of Environmental Citizenship. Understanding how values and beliefs relate to Environmental Citizenship would allow for evidence-based ways of promoting Environmental Citizenship in schools and communities and would empower educators to make effective decisions in promoting Environmental Citizenship

Trade Agreements, Bargaining and Economic Growth

Rebelo's two-sector endogenous growth model is embedded within a two-country international trade framework. The two countries bargain over a trade agreement that specifies: (i) the size of the foreign aid that the richer country gives to the poorer one; (ii) the terms of the international trade that takes place after the aid is given. The aid is given not because of generosity, but because it improves the capital allocation across the world and thus raises total world production. This world production surplus enables the rich country to raise its equilibrium consumption and welfare beyond their no-aid levels. To ensure it, the rich country uses a trade agreement to condition the aid on favorable terms of trade