"[...] I present the three primary stages of the life of a movie, from the seed of an idea (Development) to the making of the film (Production) through the final delivery to the audience (Distribution). Throughout these general sections, as you will see in the Table of Contents, there are subcategor
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ies where you will discover information on specific topics, followed by Summary Points and Exercises. At the end of each section, you will find Case Studies for five different films, presented as question and answer sessions from filmmakers on topics applicable to each respective category. And on the heels of the Case Studies, I have included Words of Wisdom from Industry Professionals, insights and important tips from industry professionals." (How to use this book, page xi)
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"This learning resource kit aims to provide an answer to the current gender gap in news content and lack of existing self-regulatory mechanisms to confront gender bias. It is organised in two books that may be read independently of each other. Book 2 will be of interest to media practitioners – jo
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urnalists, reporters and editors – including educators and civil society engaged in gender-focussed media monitoring. It provides practical guidelines for gender-ethical reporting on eight thematic areas, namely: climate change; disaster reporting; economic news – accounting for women; sexual and reproductive health; human trafficking; peace and security; political news – reporting on women in government; and, sexual violence." (Preamble, page 4-5)
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"The main objective of the media component of the Environmental Planning and Disaster Risk Management (EPDRM) programme of GIZ in India is to enable journalists to better and more efficiently perform their roles, functions and tasks in the context of disaster risk management, i.e. information to the
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public, awareness building with regard to disaster risks and preparedness, warning in case of disasters, information on response, relief and reconstruction. In order to achieve this objective, the project has been planned under different components, viz., orientation workshops for the practicing journalists in different high-on-disaster-risk states; facilitating a virtual platform for information exchange and knowledge sharing among participants from the orientation workshops as well as other experts; and developing curriculum on reporting disaster for the journalism students of various Indian journalism institutes. Orientation workshops were conducted in seven states (Tamilnadu, Odisha, Gujarat, Sikkim, Uttarakhand, Assam and Punjab) during 2010-2011. A Facebook community and a web portal have been established to facilitate the virtual exchange among the journalists and thematic experts. In order to extend awareness and capacity building activities related to disasters to journalists, the project also facilitated development of a curriculum on reporting disaster to be used in journalism departments of universities and media training institutes. A core-group of experts and trainers from media training institutes, as well as from other relevant organizations was formed, which deliberated upon the overall structure and outline of the DRR curriculum required to be introduced to the students of journalism. A team of authors and editors had then put together the contents of the curriculum along with guidance on how to use the contents, which is being produced in the form of this handbook. This curriculum was piloted in September this year, with journalism students in the North Eastern Region of India, and inputs on the training methods used were also received from faculty members during a ToT of this curriculum. This Training Handbook on "Reporting Disaster and Disaster Preparedness" provides basic concepts, case studies, and examples that can be customized as a module in a course or an entire course as part of the overall curriculum of a journalism course in Indian universities and institutes." (Preface)
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"Using low-Cost videos within your agricultural development project can be an effective way for increasing the scale of your activities by leveraging the expertise of local experts and farmers for a broader audience. Since the videos may be created in the field by your staff, the cost will be lower
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than professionally produced videos, and the turnaround time from concept to final product will likely be much faster. Given the cost and time benefits, you will also likely be able to create many more videos than you would be able to do otherwise. Also, if you find that one of your videos is not having the desired impact, it is much less expensive to create a newer, more effective video than it would be using a professional videographer. Last, producing videos with local stakeholders will likely increase local ownership of content, empower local farmers by giving them a voice, and increase local exposure to ICT tools." (Introduction, page ix-x)
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"En esta publicación, dos apasionados del medio sonoro, uno ecuatoriano y otro colombiano, presentan una serie de sugerencias y recomendaciones para los productores de radio en el nuevo entorno virtual. Los autores analizan algunos aspectos para hacer radio por internet. Las ventajas y desventajas
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son abordadas con un lenguaje sencillo y amigable, así como el uso de las nuevas plataformas digitales y redes sociales para la difusión radiofónica." (Cubierta del libro)
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"Panos is working with 20 radio stations across Uganda to give voice to the voiceless through facilitating debate. It isagainst this background that Panos Eastern Africa (PEA) has developed this Guide to help our partner radio stations and journalists improve the quality of their debate and hope it
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will be useful to the media in general. The guide therefore highlights the role of radio producers and moderators in reaching rural communities recognizing that they too can set agenda for news and debate on radio, thereby positively contributing to the country’s development in all spheres. The rural debate methodology has highlighted the potential radio has to create an informed society that can hold leaders at the different levels to account." (Foreword)
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"Com as mídias sociais, cada vez mais, o usuário passa a ter facilidades para participar, comentar, gerar seu próprio conteúdo. Mas o que diferencia um material de qualidade na internet? O que faz um site ou blog ser acessado e visitado? O que leva alguém a voltar a um determinado site? Sem dú
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vida, o conteúdo nas diversas linguagens. A proposta deste manual mostra as possibilidades para se produzir conteúdos para a plataforma multimídia, dialogando com seus sistemas e subsistemas, compondo, estruturando narrativas desde a estruturação das ideias. Antes de qualquer programa ou aplicativo a ser utilizado, compreende-se que o fundamental é a lógica da composição dos conteúdos, bem como a clareza quanto aos direcionamentos editoriais de uma publicação. Este manual visa ajudar a pensar a criação de produtos comunicacionais jornalísticos e na produção da redação para os diferentes formatos de conteúdos para mídias digitais." (Descrição da editora de livros)
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