"Harnessing the Power of Videos is a training toolkit for community-based organizations on how they and the adolescent girls they serve can use visual media and technology to tell their stories and those of their communities; to be heard; and, in the process, to be empowered through increased skills
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and self-confidence. This manual was designed in consultation with several organizations focused on promoting gender equality and improving the lives of adolescent girls and young women." (Introduction)
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"Wie Armut in Medien ein Gesicht gegeben wurde, durch welche manifesten Kommunikationsinhalte sich auf gesellschaftliche Armutsverhältnisse rückschließen lässt, welche Rollen Medien und deren Konsum im Leben von Armutsbetroffenen einnehmen und wie es den medialen Mittlern von Armut ergeht: Diese
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n Fragen widmet sich diese Ausgabe anhand einzelner Kristallisationsmomente. Es sind Versatzstücke einer Kommunikationsgeschichte von Armut, die medien&zeit in historischer Erstreckung von 1900 bis heute aufblendet." (Editorial, Seite 3)
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"In Vorbereitung auf das Europäische Jahr gegen Armut und soziale Ausgrenzung (EJ 2010) gab das Bundesministerium für Arbeit und Soziales (BMAS) im Herbst 2009 das Forschungsvorhaben „zum Umgang der Medien mit Armut und sozialer Ausgrenzung“ in Auftrag. Der Abschlussbericht zu diesem Forschung
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sprojekt wird hier vorgelegt. Auf der Basis einer umfangreichen Inhaltsanalyse von 17 ausgewählten journalistischen Nachrichtenmedien und Leitfaden gestützten Interviews mit 13 Journalistinnen und Journalisten dieser Medien wurden die formalen und inhaltlichen Charakteristika der Berichterstattung über Armut und Ausgrenzung erfasst sowie Erklärungsmuster über das Zustandekommen dieser Berichterstattung in den Redaktionen erhoben. Der vorliegende Bericht hat damit die Funktion einer Pilotstudie: Auf der Basis einer Auswahl von reichweitenstarken, überregionalen Medien und mit der Konzentration auf zwei Untersuchungswochen werden die grundlegenden Mechanismen der Berichterstattung über Armut umfassend nachvollzogen. Dabei werden Medienbeiträge dann als Armutsberichterstattung verstand en, wenn sie finanzielle und materielle Unterversorgung thematisieren oder einen Mangel an gesellschaftlichen Partizipationsmöglichkeiten beschreiben." (Kurzfassung, Seite 6)
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"The Radio Instruction to Strengthen Education (RISE) in Tanzania project exceeded its targets and deliverables in every aspect of the project: More primary and secondary beneficiaries were reached, more trainings were conducted, and more resources and equipment were distributed than estimated. Thes
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e figures are principally due to the commitment of the RISE team and the level of the confidence in the program by national institutions (Ministries of Education and Vocational Training and the Tanzania Institute of Education), district officials, schools and local populations [...] RISE built capacity of communities, districts and national institutions for the establishment and maintenance of 180 Tucheze Tujifunze (TuTu) centers in two districts in Zanzibar and 95 Mambo Elimu Community Learning Centers (MECLC) in seven districts in Mainland Tanzania. In addition, RISE reached 246 classrooms in Zanzibar. RISE produced and distributed resources: Interactive Radio Instruction (IRI) programs, Interactive Video Instruction (IVI) programs, guides, classroom kits and song and story books. In addtion, RISE distributed user friendly and sustainable equipment (solar radios, MP3s and MP4s) for audio and video training and in-class support, and trained local staff in their care, use and operation. RISE conducted trainings for education mentors, teachers, shehas, head teachers, school management committees, teacher center staff, district officials and district coordinators. It also built the capacity of MoEVT employees in the design, development and production of IRI and IVI programming, printed materials and training programs." (Executive summary)
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"The multipurpose Lesotho Highlands Water Project (LHWP) is designed to transfer water from the water-abundant highlands of Lesotho to the Gauteng region of South Africa (its industrial heartland) and provide hydropower to Lesotho through a series of dams, weirs, delivery tunnels, and associated inf
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rastructure (see Box 1). In addition, for Lesotho, one of the primary objectives of the LHWP is to utilize its export revenues toward poverty alleviation and economic stability [...] Being the largest binational water transfer scheme in the world and because of its phasing (Phase I was divided into two very large sub phases, Phase IA and Phase IB, which were followed by the feasibility studies for Phase II), the lessons learned in this case study are multifaceted. They are discussed under the headings of overall perspective; governance; sustainability (focusing on its physical, institutional, fi nancial, environmental, and social aspects as well as its impacts in poverty alleviation); and communication. This is followed by a summary of the lessons learned progressively in moving through the fi rst two phases of the project. The synopsis closes with a look at the lessons learned from the involvement of the World Bank in the project. Because of the complexity of this project, selectivity has been applied in the topics discussed, including focusing mostly on Lesotho." (Synopsis, page ix-x)
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"This paper discusses the effectiveness of farm radio as a tool for enhancing access to agricultural extension services by small scale farmers in Malawi. It outlines the current agricultural extension policies, methodologies and the role that radio can play in improving food security and communicati
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on for rural farmers. The study further explores the challenges faced by the Ministry of Agriculture and Food Security in utilizing radio, while also addressing opportunities for improvement and recommending strategies for enhancing farm radio initiatives." (www.academia.edu)
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"The UNESCO Guidebook is now available in an updated and supplemented edition. The revision has taken into account recent developments in textbook production and textbook research: the rapidly growing market for electronic instructional media, the differentiation and regionalization of textbook prod
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uction, and the continuing trend toward the introduction of educational standards and quality criteria. Since its first publication in 1999, the Guidebook has proven to be a useful tool for scholars, textbook authors, teachers, and curriculum developers who analyze, compare, and elaborate instructional media of social science subjects on a national and international level. The Guidebook has been translated into Albanian, Serbian, Croatian, and Turkish, among other languages. The new edition places textbook revision in the context of legal and other social measures for reconciliation in transition societies. These include trials, truth commissions, and memorial ceremonies. Of particular importance in this context are the pros and cons of different formats of textbook projects, as well as the development of bi- or multilateral history textbooks. Therefore, the methodological and pedagogical aspects of bi- or multinational projects, as well as the construction of group identities in textbooks, are given greater weight. Like its predecessor, the expanded Guidebook provides quick orientation and actionable information. It is a practical reference for all experts working in the broader field of international textbook research and revision." (Georg Eckert Institute homepage)
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"How should scholars approach the study of the developmental uses of rural radio? What is the theoretical framework within which to locate the study of rural radio formats employed as development communication? To answer these questions, this brief critique develops a theoretical matrix to be used a
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s an analytical framework for positioning any discussion of rural radio as a development communication pathway. Building on rural radio case studies from the world over, the discussion propounds three trajectories encompassing linear-external, shared-bottom up and self-bottom up approaches, which formulate a matrix for understanding the use of rural radio in development." (Abstract)
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