Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
People act and learn together for a rich mixture of reasons. The current story that most of us tell ourselves about how humans get things done is focused on the well-known flavors of self-interest, which make for great together for fun, for the love of a challenge, and because we sometimes enjoy working together to make something beneficial to everybody. If I had to reduce the essence of Homo sapiens to five words, “people do complicated things together” would do. Online social networks can be powerful amplifiers of collective action precisely because they augment and extend the power of ever-complexifying human sociality. To be sure, sociality, and those parts of human behavior can be amplified, too. But altruism, fun, community and curiosity are also parts of human sociality−and I propose that the Web is an existence proof that these inventiveness is central to what it is to be human. The parts of the human brain that evolved most recently, and which are connected to what also essential to social life. The neural information-processing required for recognizing people, remembering their reputations, learning the rituals that remove boundaries of mistrust and bind groups together, from bands to communities to civilizations, may have been enabled by others in this book, I started out by experiencing the new ways of being that Internet social media have made possible. And like the other communities preceded theories about the ways people occupies what Ronald Burt would call key structural roles−what Malcolm Gladwell called a connector.  Joi was also a believer in going out and doing things and not just talking about it. make connections in many different parts of the world. The fun of talking, planning, debating and helping each other online came before the notion that our tiny subculture might grow into a worldwide, friendship and collaboration. In recent years, cyberculture studies has One particularly useful affordance of online sociality is that a great another effect is a rich body of data about online behavior. Every one people online, and why. Does knowing something about the way technical architecture influences behavior mean that we can put that knowledge to use? Now that we are affordances of online social networks, is it possible to derive a In what ways does the design of social media enable or prevent heartfelt world. But in parallel with my direct experience of the blogosphere, mean and the ways in which online communication media influence and are One of the first questions that arose from my earliest experiences online was the question of why people in online communities should spend theoretical foundations for a new way of thinking about online activity−”commons based peer production,” technically made possible by a billion PCs and Internet connections−as a new form of organizing economic production, together with the market and the firm. If Benkler is right, the new story about how humans get things done includes an important corollary−if tools like the PC and the Internet make it easy enough, people are willing to work together for non-market incentives to create software, encyclopedias and archives of public domain literature. While the old story is that people are highly unlikely to cooperate with strangers to voluntarily create public goods, the new altruism is now a byproduct of daily life online. So much of what we part of the Internet’s architects−the end-to-end principle, built into the TCP/IP protocols that make the Internet possible, which deliberately decentralizes the power to innovate, to build something new and even exactly what it is about the web that makes Wikipedia, Linux, structures mold the design of communication media. We must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life. pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century. Literacies are where the human brain, human sociality and communication technologies meet. We’re accustomed to thinking about the tangible parts of communication media−the devices and networks−but the less visible social practices and social affordances, from the alphabet to TCP/IP, are where human social genius can meet the augmenting power of technological networks. Literacy is the most important method Homo sapiens has used to introduce systems and tools to other humans, to train each other to partake of and contribute to culture, and to humanize the use of instruments that might otherwise enable commodification, mechanization and dehumanization. By literacy, I mean, following on Neil Postman and others, the set of skills that enable individuals to encode and decode knowledge and power via speech, writing, printing and collective action, and which, when learned, introduce the individual to a community. Literacy links technology and sociality. The alphabet did not cause the Roman Empire, but made it possible. Printing did not cause democracy or science, but literate populations, enabled by the printing press, devised systems for citizen governance and collective knowledge creation. The Internet did not cause open source production, Wikipedia or emergent collective responses to natural disasters, but it made it possible for people to act together in in places and at paces for which collective action had never been possible. Literacies are the prerequisite for the human agency that used alphabets, presses and digital networks to create wealth, alleviate suffering and invent new institutions. If the humans currently alive are to take advantage of digital technologies to address the most severe problems that face our species and the biosphere, computers, telephones and digital networks are not enough. We need new literacies around participatory media, the dynamics of cooperation and collective action, the effective deployment of attention and the relatively rational and critical discourse necessary for a healthy public sphere. Media Literacies In Using Participatory Media and Public Voice to Encourage Civic blossomed and set the scene for the Industrial Revolution, participatory media might similarly shape the cognitive and social media literacy is not another subject to be shoehorned into the curriculum as job training for knowledge workers. Participatory media include (but aren’t limited to) blogs, wikis, RSS, tagging and social bookmarking, music-photo-video sharing, mashups, podcasts, digital storytelling, virtual communities, social network services, virtual environments, and videoblogs. These distinctly different media share three common, interrelated characteristics: Many-to-many media now make it possible for every person connected to the network to broadcast as well as receive text, images, audio, video, software, data, discussions, transactions, computations, tags, or links to and from every other person. The This is a technical- structural characteristic. Participatory media are social media whose value and power derives from the active participation of many people. Value derives not just from the size of the audience, but from their power to link to each other, to form a public as well as a market. This is a psychological and social characteristic. Social networks, when amplified by information and communication networks, enable broader, faster, and lower cost coordination of activities. This is an economic and political characteristic. Like the early days of print, radio, and television, the present structure of the participatory media regime−the political, economic, social and cultural institutions that constrain and empower the way the new medium can be used, and which impose structures on flows of information and capital−is still unsettled. As legislative and regulatory battles, business competition, and social institutions vie to control the new regime, a potentially decisive and presently unknown variable is the degree and kind of public participation. technological infrastructure for participatory media has grown rapidly, piggybacking on Moore’s Law, globalization, the telecom bubble and the innovations of Swiss physicists and computer science economically accessible. Literacy−access to the codes and communities of vernacular video, microblogging, social bookmarking, wiki collaboration−is what is required to use that infrastructure to create a participatory culture. A population with broadband infrastructure and ubiquitous computing could be a captive audience for a cultural resisting enclosure. The more people who know how to use participatory media to learn, inform, persuade, investigate, reveal, advocate and organize, the more likely the future infosphere will allow, enable and encourage liberty and participation. Such literacy can only make action possible, however−it is not in the technology, or even in the knowledge

<question>:
What does the author find perplexing about many online communities?

<options>:
A Why everyone doesn't use various online communities
B The governmental regulations surrounding online communities
C Why people help one another without compensation
D The technical happenings that allow the communities to work

<answer>:

C