BeIR/webis-touche2020 huggingface dataset:
If public bodies do not have an obligation to publish information, there will always be a temptation to find any available excuses to avoid transparency.

The primary advantage of putting the duty on government to publish, rather than on citizens to enquire is that it does not require the citizen to know what they need to know before they know it.  Publication en masse allows researchers to investigate areas they think are likely to produce results, specialists to follow decisions relevant to their field and, also, raises the possibility of discovering things by chance. The experience of Wikipedia suggests that even very large quantities of data are relatively easy to mine as long as all the related documentation is available to the researcher – the frustration, by contrast, comes when one has only a single datum with no way of contextualising it. Any other situation, at the very least, panders to the interests of government to find any available excuse for not publishing anything that it is likely to find embarrassing and, virtually by definition, would be of most interest to the active citizen. Knowing that accounts of discussions, records of payments, agreements with commercial bodies or other areas that might be of interest to citizens will be published with no recourse to ‘national security’ or ‘commercial sensitivity’ is likely to prevent abuses before they happen but will certainly ensure that they are discovered after the event[i]. The publication of documents, in both Washington and London, relating to the build-up to war in Iraq is a prime example of where both governments used every available excuse to cover up the fact that that the advice they had been given showed that either they were misguided or had been deliberately lying[ii]. A presumption of publication would have prevented either of those from determining a matter of vital interest to the peoples of the UK, the US and, of course, Iraq. All three of those groups would have had access to the information were there a presumption of publication. [i] The Public’s Right To Know. Article 19 Global Campaign for Freedom of Expression. [ii] Whatreallyhappened.com has an overview of this an example of how politicians were misguided – wilfully or otherwise can be found in: Defector admits to lies that triggered the Iraq War. Martin Chulov and Helen Pidd. The Guardian. 15 February 2011.
Compelling public bodies to publish information ensures that non-citizens, minors, foreign nationals and others have access to information that affects them.

Genuine transparency and accountability of government action is not only in the interests of those who also have the right to vote for that government or who support it through the payment of taxes. The functioning of immigration services would seem to be a prime example. Maximising access to information relating to government decisions by dint of its automatic publication of information relating to those decisions ensures that all those affected will have recourse to the facts behind any decision. If, for example, a nation’s aid budget is cut or redirected, why should the citizens of the affected nation not have a right to know why[i]? If, as is frequently the case, it has happened because of an action or inaction by their own government, then it is important that they know. Equally if such a decision were taken for electoral gain, they at least have the right to know that there is nothing they or their government could do about it. [i] Publish What You Fund: The Global Campaign For Aid Transparency. Website Introduction.
Even the most liberal FoI regime tends to pander to certain groups in society full disclosure levels that playing field

People have many different interests in the accountability of governments; different areas of concern, differing levels of skill in pursuing those interests and so on. They deserve, however, an equal degree of transparency from governments in relation to those decisions that affect them. Relying on a right to access is almost certainly most likely to favour those who already have the greatest access either through their profession, their skills or their social capital. The use of freedom of information requests in those countries where they are available shows this to be the case, as they have overwhelmingly been used by journalists, with a smattering of representation from researchers, other politicians and lawyers and so on. In the UK between 2005 and 2010 the total number registered by all ‘ordinary’ members of the public is just ahead of journalists, the next largest group. The public are overwhelmingly outnumbered by the listed professional groups[i]. Required publication, by contrast, presents an even playing field to all parties. Rather than allowing legislators to determine how and to whom – and for what – they should be accountable, a presumption in favour of publication makes them accountable to all. As a result, it is the only truly effective way of ensuring one of the key aims set out in favour of any freedom of information process. [i] Who Makes FOI Requests? BBC Open Secrets Website. 14 January 2011.
Online courses undermine live communication with professors and other students

Online courses impair live communication between students and professors and among students. For instance, Coursera professors ask students not to email them because due to high numbers of students taking the course meaning they cannot reply [22]. Moreover, due to pre-recorded lectures, there is no option of asking professors questions. There are no live class discussions. Sure students could email each other, but it is more difficult to freely communicate with people you do not know and never met. It is also difficult to imagine that, given their numbers, students could get personal feedback on their progress from professors themselves, and not, say, teaching assistants (as Coursera does) or even from computers. Lack of personal feedback and engagement with professors and other students in discussions of the material decreases the quality of education.
Online courses are more convenient for students than traditional university

Online courses are popular not because they are flexible, but because they provide an opportunity to expand one's knowledge on a variety of subjects. For example, the most common reason for people taking Coursera courses are professional development and lifelong learning, the latter being essentially pleasure learning [9]. While there is nothing wrong with people taking courses to expand their knowledge or add to what they already know, it nevertheless indicates that MOOCs are not really used for furthering one's academic knowledge. This objective is and will remain the field of traditional universities.
Traditional universities are a rite of passage to independent life

For many students leaving for a university is a passage to an independent life, as they often move out out of their parents’ home and even their countries. This means they have to start learning or practically using lots of skills of independent adults, such as financial management, cooking, being crime-aware, networking, and solving communication problems on their own. With online courses students do not leave homes, and essentially do not start using these skills. This takes away an important practice in being an independent adult before the real life, which might leave students less equipped for the real life.
Online courses are a way to higher academic excellence

Online courses enables universities to accept virtually unlimited numbers of students regardless of presence of tuition fees. If universities keep tuition fees, it makes sense to admit more students because they are no longer limited by availability of physical space; if they drop tuition fees, they still should accept more students because their revenues would depend on how popular they are. What this means is that instead of picking just the brightest of the applying lot, universities can now accept pretty much everyone who meets the basic standard criteria. Not only this decreases the quality of professionals and academia, it decreases the value of a university degree.
Online courses encourage sharing of academic information

Though it is good for personal development opportunities to access educational material don’t mean anything in the labour market that requires verification of understanding through grading. As regards to universities cooperating; that might actually result in the same course being offered by many smaller universities, which decreases the room for free thinking and interpretation, which is an integral part of academic development [17]. Moreover, if with MOOCs prestigious universities can accept more students, this might mean an end to many less prestigious universities altogether as they would not be able to compete. This could actually diminish access to university education for many people who cannot make the cut for the prestigious universities.
Online courses make it impossible to ensure academic honesty

It is highly unlikely to believe that people can easily find other people to go through the degree for them on the massive scale, no matter how dedicated of a friend that person is. And even if that friend or a relative is a professional in the degree area, it does not mean they could successfully pass the degree as universities update their examinations and degree materials yearly. Besides, there are ways to prevent such fraud. For instance, Coursera charges fees for certificates that verify a person's identity by using a webcam while the person is taking the course [21]. In terms of having essays and papers written by someone else, this problem is no different from the traditional universities, as they cannot easily verify that the person themselves wrote those either.
Online courses undermine society life of the university

While there would no longer be a traditional university campus to carry out these activities, it does not mean these activities would disappear. Given the popularity of societies with students, it is expected that other platforms would spring up to fill in the gap. For instance, student clubs can be established in cities or regions, provided either by for-profit entrepreneurs (as in MOOCs platforms) or self-managed by students themselves. The only difference would be that these new platforms might no longer be affiliated to a university but rather be geographically based. This, however, is not a bad development as students would still have an opportunity to join societies. Students can easily be recruited into them via social media and the internet. Maybe not every student will have an option of the society they'd like to join, but that is also the case in lots of traditional universities.
Online courses are more convenient for students than traditional university

The vast popularity of MOOCs can be explained by the fact that people are finding it easier to learn this way. The best feature of online learning that it can be done in the privacy of one's home, which is more convenient than having to move cities or even countries for a university degree. Moreover, online courses are inherently more flexible. Lectures can be watched and tests taken at any time a person desires (within the deadlines), unlike with scheduled lectures and tests at the traditional university. Not only this means a more personal approach to studying, it also provides people with more flexibility to manage their other commitments, such as work and childcare. Such personal and flexible approach to learning will overtake the rigidity of the traditional university.
Online courses are a way to higher academic excellence

Relocating to the best universities is a budgetary concern, but also family and social relations concern for many people, which prevents all the best people from even applying to universities that would suit them the best. Online courses can recruit students from anywhere in the world much easier than traditional universities can because students don't need to travel far away for the best education. This then ensures that universities have better access to the brightest people. For instance, Stanford University's online course on Artificial Intelligence enabled people from 190 countries to join, and none of students receiving a score of 100 percent where from Stanford [14]. Improving the pool of students would automatically result in better academics, professionals and science, which would benefit the society better.
Online courses encourage sharing of academic information

One of the technical features of MOOCs is that content of courses can easily be shared between universities and learners (as content is freely downloadable). This is useful in two ways. First, people who are not earning credit from the course can have full access to educational materials, which expands knowledge of those not enrolled in the university. Second, less prestigious universities can benefit by learning how to design courses better, so they can offer better services. MOOCs even offer opportunities for universities to cooperate together to offer shared courses that would decrease duplication and increase quality of education [16], which would be of even greater benefit to financially stressed institutions. Shared educational resources would expand access to education even further and drive educational standards higher through university cooperation.
Online courses make it impossible to ensure academic honesty

With online courses, unlike with actual tests and lectures, there is no way to ensure the person is not cheating on the other side of the screen. There is no way to ensure that essays and papers are written by people who will be getting degrees, and especially that tests and examinations are taken by the people who will be getting the degrees. But even if they are the same people, there is no way to prevent cheating during tests and examinations, as people can just have the cheat sheets in front of them and there are no supervisors to stop them from doing so. The crucial point about university degrees is that they ensure that the person is the professional. With online courses, that is not possible, which undermines the whole idea of the university degree.
Online courses undermine society life of the university

University is not just a place for learning. A big part of student life is participating in societies and other activities, such as sports, debating, political, philosophical or other interest groups. These provide them with opportunity to explore their talents, do the things they like and also build connections that could be useful after the university. But you cannot do most of these things online as they, unlike studying, are not based on studying materials you can upload. This is why students with online courses would be deprived of these opportunities to develop themselves, build useful connections and get ideas for their further life. This is important for society too as students historically have often been an important political and social actor (e.g. see 1968 France, Athens Polytechnic uprising etc.).
Online courses broadens access to education

MOOCs primarily reach already educated and thus privileged people. Roughly 80% of people who took Coursera courses already have a Bachelor' degree [12]. This statistic shows that the less-advantaged do not prefer online courses over the traditional university nor do they find them more convenient to take. At the least it shows MOOCs are just reaching the same people as universities. Even if universities drop tuition fees, which does not seem likely, the argument is entirely based on the idea that poorer people would find it easier to do courses from home. However, many of the poor do not even have access to internet at home, including an estimated 100 million poor Americans [13], not to mention much larger numbers of poorer people from less developed countries.
Online courses would allow universities to use more resources on teaching and research

It is questionable whether universities would be able to substantially cut administrative costs and facilities. They will have to spend substantially more on IT support for running courses, as well as adapting courses for the online format. Then it is likely that universities would have to spend substantially more on hiring teaching and research assistants to manage increased numbers of students enrolled. While student accommodation support is going away, the normal academic student support for questions about studies is not, and its workloads actually increase due to higher student numbers. At the end of the day, administrative expenses just have to be spent on different administrative tasks.
Financial model of online courses is unsustainable

It is false to assume that MOOCs platforms would be the only or even the main way to provide university courses. The Open University uses its own resources for online and distance learning. This proves that, given advantages of online learning, universities can switch to digital learning themselves without any intermediaries. This also means that there is no reason for states to cut funding for universities as university learning would simply go digital, everything else staying the same. Even though some universities at the moment offer online courses for credit that are very cheap, these are not degrees, and it is unlikely to imagine that universities would offer cheap online degrees that would threaten their own existence.
Online courses undermine live communication with professors and other students

It is not true that online communications cannot be as good as real life communications. MOOCs platforms already are addressing student and professor involvement via such means as discussions in internet forums, Google hang-outs etc. This communication can be expanded to other means that the internet provides, such as Skype chats, conference calls, instant messaging, and even broadcasting live podcasts where people can ask questions online. Plus, it is not true that students would not be able to communicate among themselves given the possibilities of social media. Sure, they probably won't meet other students in real life, but that does not mean they cannot try to get to know each other online, especially since this is the only option. The internet has the capability to promote inclusive dialogue between students and professors, this capability just is not used to the fullest at the moment.
Traditional universities are a rite of passage to independent life

This is exactly as saying that people who did not go to universities are not independent enough. We know this to be wrong in practice and this is so because independence is not obtained in a fixed set of circumstances. There are different ways to foster independence (e.g. part-time work, personal relationships parents don’t necessarily know about, etc.) that are also very much dependent on the persons' character rather than their circumstances. Besides, rites of passages are a subjective and culturally defined – if people no longer leave for universities, a new type of passage into independence is likely  be constructed.
Online courses broadens access to education

Online courses can expand access to university education. University education is based on the idea of merit - that the brightest people should be enabled to learn - however in real life many different circumstances play a role in one's ability to attend university. The result is that lots of stellar people from less-affluent backgrounds do not even apply to the best universities due to costs and anxiety involved in leaving home. In the United States the bottom 50 percent of the income distribution comprise just 14 percent of the undergraduates at top universities [10]. Online courses allow more bright people to go to a university by definitely removing accommodation and travel costs, and, as some predict, even by lowering or dropping tuition fees [11]. This argument is made even stronger by inherent flexibility of online courses, which means that people can combine studies with work and family obligations better. This improves access to education for the poor within the country and in particularly for those in less developed countries, which then improves meritocracy of the university system.
Online courses would allow universities to use more resources on teaching and research

Traditional Universities are forced to spend a lot on administration and facilities, such as renting and maintaining buildings and parking lots, providing student support for accommodation, renting student halls, subsiding transports costs and meals, supervising university areas and so on. Across 72 US public universities the average administrative cost was about 8% of spending with the highest, at the University of Connecticut at 17% [15]. All these costs can be cut or abandoned all together if universities move to online teaching. There would be no need for lecture halls and student accommodation as students would just work from home, and even professors could mostly work from home. Even if some of administrative costs remain, that would still substantially increase the amount of resources to be spent entirely on teaching and research. This allows universities to improve their academic credentials and their academic output, which benefits the students and the society.
Financial model of online courses is unsustainable

At the moment some MOOC platforms are non-profit, while even for-profit ones do not pay universities, nor do universities pay MOOC platforms, they might only divide revenue if a revenue stream appears [18]. This essentially means that MOOCs have to rely on traditional financial models of universities to survive – they need the universities to provide materials and the academics and traditional models that are based on the fact that lots of students do not take online courses. However, MOOCs might undermine traditional university funding. For instance, Princeton professor Mitchell Duneier withdrew from Coursera claiming that states use MOOCs as a justification to withdraw state funding from universities [19]. Moreover, some MOOCs consider providing chargeable courses for credit but for a substantially lower price (around 100 dollars for a course), which might draw students away from traditional universities further undermining their existence [20]. This means a depletion of universities financial sources that MOOCs themselves rely on. At the moment there is no way for MOOCs to replace traditional university learning.
Almost impossible to achieve; images will just come from elsewhere

A ban on airbrushing is very difficult to achieve. This is for two reasons; first it is difficult to detect, second it is easy to move elsewhere. Airbrushing is an attempt to make something that is fake appear real. In the majority of cases this makes it difficult to tell what is airbrushed and what is not as they are simply small changes. This in turn makes it difficult to enforce any ban; any real attempt to comprehensively do so would involve considerable manpower to sift through images. Second, if we ban in the media this likely will not be respected online. The government can only control images in its of country unless it wants to go down a route that involves considerable censorship. With more and more people consuming media online, children aged 12-15 spend 20 hours 48 minutes on the internet compared to 14 hours 24 minutes watching tv,[1] exposure to airbrushed images is certain to remain. All the while there would become a disconnect between what the media is able to do, and what individuals can do with their own images, that are then ‘published’ through Instagram or other social networks. [1] Ofcom, Children and Parents: Media Use and Attitudes Report, 29th November 2017, https://www.ofcom.org.uk/__data/assets/pdf_file/0020/108182/children-parents-media-use-attitudes-2017.pdf p.23