"The guide is divided into 7 sections. Each section explores a different aspect of working with the media on gender and education issues, starting with looking at education campaigning in general before focusing on gender issues in education, and the role of advocacy and the media. You will find pra
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ctical advice for working with the media on gender and education issues and suggestions of activities to help individuals or groups generate discussion and develop their understanding of the issues addressed in more depth. These activities can be used as the basis for training others. A set of worksheets that correspond to these activities accompanies the guide and can be photocopied and used alongside the guide." (Using this guide, page 4)
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"Weblogs, Podcast und Co. sind nicht wirklich neu. Sie lösen aber Versprechen ein, die das Internet der ersten Generation gegeben hat – jeder kann kostengünstig seine Meinung per Text, Foto, Audio und Video weltweit verbreiten. Wenn er es geschickt macht, sogar mit der Chance, dass er von andere
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n durchaus wahrgenommen wird. Information und Kommunikation werden durch Weblogs und Podcasts nicht umgeschrieben, aber ergänzt werden müssen. Dadurch entstehen auch neue Geschäftsmodelle. Dieser Ratgeber beschreibt die Chancen und Risiken dieser Ansätze. Jeder, der möchte, kann nach der Lektüre des Anhangs seinen Blog bauen und mit eigenen Gedanken selbst unter die „Verleger“ der Welt gehen." (Vorwort, Seite 5)
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"Nicht nur große Unternehmen gelangen heute in die Medien, sondern Lokalpresse und regionale Sender bieten breite Auftrittschancen. Mit souverän geführten Interviews lassen sich der Bekanntheitsgrad eines Unternehmens oder einer Organisation erhöhen und das Image verbessern. Dieses Buch zeigt, w
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ie man mit Medien ins Gespräch kommt und mit der notwendigen Professionalität auftritt. Es verhilft zu einem sicheren Umgang mit Journalisten und vermittelt Know-how, um Zeitungs-, Hörfunk- und Fernsehinterviews gezielt auf den Punkt zu bringen." (Verlagsbeschreibung)
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"In the words of a South African researcher, the media can help research become linked to policy processes by “getting you into the kitchen, being part of the soup-making”. This paper explores the roles the media play and looks at the linkages between policy, research and media. It considers som
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e of the dilemmas faced, and the options and approaches available when a research programme, institute or researcher is constructing a media strategy. It lays out some of the main steps in developing a strategy. This paper is complemented by Working with the Media: A guide for researchers, which includes practical guidance and tips for engagement with the media. In this paper the term ‘policy’ includes policy formulation, implementation and evaluation and is not restricted to that of government but includes international organisations, bilateral agencies, non-governmental organisations (NGOs), the private sector and others. The media is taken to include community, local, national and international forms of radio, print, television and online services." (Introduction)
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"Eine Geschichte zu erzählen ist grundsätzlich etwas Einfaches, das alle kennen und mit dem sich starke Gefühle hervorrufen und Erkenntnisse herbeiführen lassen. Komplizierter ist die Arbeit mit Geschichten im Rahmen der Tätigkeit von Organisationen, wenn damit zu Reflektionen angeregt, Gemeins
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chaften gebildet, praktisches Wissen vermittelt oder aus Erfahrungen gelernt werden soll. Dieses Handbuch soll der DEZA und ihren Mitarbeitenden und Partnern Denkanstöße und praktische Tipps liefern. Das vorliegende Material soll dazu beitragen, dass Sie die Fähigkeiten und das Vertrauen entwickeln, die zum Geschichtenerzählen und zur Moderation beim Geschichtenerzählen wichtig sind. Zudem hilft es möglicherweise bei der Entwicklung komplexerer Methoden und Programme im Bereich von Wissensaustausch, Organisationsentwicklung und Kommunikation. Konkret enthält das Handbuch folgende Elemente: Tipps, Strukturvorlagen und Instrumente, die Ihnen helfen, sich Erfahrungen in Erinnerung zu rufen, diese mit andern zu teilen und sie zu nutzen; Überlegungen zu den praktischen und emotionalen Aspekten des Geschichtenerzählens; Überlegungen zu den Gefahren einer Institutionalisierung dieser Ansätze; Einblicke in die Erfahrungen der DEZA bei der Arbeit mit Geschichten. Storytelling eignet sich nicht für jede Situation. Die Methoden sollten durch erfahrene Personen sorgfältig ausgewählt und auf Arbeitskontext und -ziele abgestimmt werden. Gewisse Methoden wie der konsequente Einbezug des Geschichtenerzählens in die Kernabläufe einer Organisation, zum Beispiel in Evaluationen, erfordern Geduld und eine langfristige Unterstützung durch das Management. Nur so kann der geeignete Ansatz mittels Trial-and-Error-Verfahren gefunden werden. Das Handbuch soll in erster Linie Möglichkeiten eröffnen und nicht definieren. Es soll Sie dazu motivieren, Ihr eigenes Repertoire zu entwickeln." (Einleitung, Seite 6)
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"Whether clinicians like it or not, children and families affected by trauma are routinely covered by the media. When that happens, clinicians often face difficult choices [...] Audiences are powerfully affected when direct information comes from children, adolescents or family members. Yet balancin
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g the needs and expectations of survivors, journalists and the public can be complex. By working collaboratively with the media, we can better ensure that the stories of children and families are told responsibly and effectively lead to increased public awareness about the impact of exposure to trauma. This guide is designed to help you be more effective in working with survivors and the media:
• Victims and families: How can you help victims and families who are approached by the media or want to approach the media?
• Journalists: How can you be more helpful as a news source?
• Community: How can you improve community knowledge about trauma and trauma-focused programs for children?" (Introduction)
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"This study breaks the downward communication challenge in post-tsunami Aceh and Sri Lanka into four main areas. The first looks at the nature of communication problems between organisations and communities. The second covers mass information campaigns, including an overview of the information chann
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els in Aceh and Sri Lanka and how best to use them. The third section investigates complaints mechanisms, and, finally, the fourth section is a brief glance at what has been done to bridge information gaps in Aceh and Sri Lanka. Many organisations are still paying for mistakes made in communicating with communities in the early days of the tsunami recovery effort, resulting in what many call the “broken promises” phenomenon. The inherent problems of managing expectations were exacerbated by a widespread use of translators and jargon and the extreme levels of trauma experienced by beneficiaries. A number of organisations, however, have started to address these mistakes and build communications strategies into projects, developing models that potentially have wide application." (Executive summary)
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"The fact that people are not well-informed about the EU is well documented. In the new member states taken as a whole, a Eurobarometer survey showed that at the time of the referenda (Autumn 2003) 60% of the population felt not very well or not at all informed about the enlargement process, while 5
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6% said the same for their own country’s accession process. In the pre-existing member states (EU15), on the eve of enlargement 69% of the population said they were not very well or not at all informed about enlargement. Eurobarometer also found that less than a third of people in the EU as a whole (EU25) knew in 2003 that the Convention on the Future of Europe was producing a draft Constitutional Treaty, and in 2004 - as preparations for national ratifi cation were under way - that only a similarly low proportion could say they felt well or rather well informed about the draft Constitution. These proportions are very close to the proportion of people who say they feel informed about the EU. In Spring 2005 Eurobarometer asked “how much do you feel you know about the EU, its policies, its institutions?” with each respondent giving a self assessment on a scale of 1 (low) to 10 (high). Th e average was 4.4, with only 29% claiming to be at least fairly well informed (scale 6 to 10)." (Summary, page 5)
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"The act of telling a story is a deceptively simple and familiar process, a way to evoke powerful emotions and insights. By contrast, working with stories in organisational settings – to aid reflection, build communities, transfer practical lear-ning or capitalize experiences – is more complicat
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ed. This Guide was designed to be both thought provoking and of some practical use to SDC and its collaborators and partners. The materials contained here should help you develop competence and confidence as tellers or facilitators of telling and may also support the development of more complex methodologies and programmes involving knowledge sharing, change and communication. In it you will find: tips, templates and tools to help you find, share and capitalize experience; reflections on the practical and the emotional aspects of story telling; consideration of the challenges and risks in institutionalising these approaches; illustrations from SDC’s experience so far of putting stories to work." (Introduction, page 6)
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