"In the past decade, the mass media discovered disability. Spurred by the box-office appeal of superstars such as the late Christopher Reeve, Michael J. Fox, Stephen Hawking, and others, and given momentum by the success of Oscar-winning movies, popular television shows, best-selling books, and prof
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itable websites, major media corporations have reversed their earlier course of hiding disability, bringing it instead to center stage. Yet depictions of disability have remained largely unchanged since the 1920s. Focusing almost exclusively on the medical aspect of injury or illness, the disability profile in fact and fiction leads inevitably to an inspiring moment of “overcoming.” According to Riley, this cliché plays well with a general audience, but such narratives, driven by prejudice and pity, highlight the importance of “fixing” the disability and rendering the “sufferer” as normal as possible. These stories are deeply offensive to persons with disabilities. Equally important, misguided coverage has adverse effects on crucial aspects of public policy, such as employment, social services, and health care. Powerful and influential, the media is complicit in this distortion of disability issues that has proven to be a factor in the economic and social repression of one in five Americans. Newspapers and magazines continue to consign disability stories to the “back of the book” health or human-interest sections, using offensive language that has long been proscribed by activists. Filmmakers compound the problem by featuring angry misfits or poignant heroes of melodramas that pair love and redemption. Publishers churn out self-help titles and memoirs that milk the disability theme for pathos. As Riley points out, all branches of the media are guilty of the same crude distillation of the story to serve their own, usually fiscal, ends. Riley’s lively inside investigation illuminates the extent of the problem while pinpointing how writers, editors, directors, producers, filmmakers, advertisers and the executives who give their marching orders go wrong, or occasionally get it right. Through a close analysis of the technical means of representation, in conjunction with the commentary of leading voices in the disability community, Riley guides future coverage to a more fair and accurate way of putting the disability story on screen or paper. He argues that with the “discovery” by Madison Avenue that the disabled community is a major consumer niche, the economic rationale for more sophisticated coverage is at hand. It is time, says Riley, to cut through the accumulated stereotypes and find an adequate vocabulary that will finally represent the disability community in all its vibrant and fascinating diversity." (Publisher description)
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"This practical workshop manual forms part of a five day course run by the Health and Media Partnership. The workshop aimed to teach reporters how to report on HIV/AIDS, TB and malaria in ways that contribute to the prevention and control of these diseases and positively influence the attitudes and
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behaviours of community members and decision makers." (www.comminit.com, September 11,2006)
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"The impact of ICT use on learning outcomes is unclear, and open to much debate. Widely accepted, standard methodologies and indicators to assess impact of ICTs in education do not exist. A disconnect is apparent between the rationales most often presented to advance the use of ICTs in education (to
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introduce new teaching and learning practices and to foster 21st century thinking and learning skills) and their actual implementation (predominantly for use in computer literacy and dissemination of learning materials). Costs: Very little useful data exists on the cost of ICT in education initiatives, especially related to Total Cost of Ownership and guidance on how to conduct cost assessments. Current implementation of ICT in education: Interest in and use of ICTs in education appear to be growing, even in the most challenging environments in developing countries. Policy: Best practices and lessons learned are emerging in a number of areas, but with few exceptions (notably on ‘schoolnet’ development and general lessons learned), they have not been widely disseminated nor packaged into formats easily accessible to policy makers in developing countries, and have not been explicitly examined in the context of the education-related MDGs." (Key findings)
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"To develop communication capacity specifically around adverse events following immunisation (AEFI), the UNICEF Regional Office for South Asia (ROSA) and the WHO Regional Office for South-East Asia (SEARO) organized a joint regional workshop "Strategic Communication: Building Trust and Responding to
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Adverse Events Following Immunisation in South Asia", in New Delhi from 9 to 10 August 2004. This working paper synthesises the presentations and debates from the workshop." (Foreword)
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"This toolkit is a collection of participatory exercises for use in sensitisation of media persons involved in HIV/AIDS coverage. It can also be integrated with the existing curriculum of schools of journalism and mass communication. The toolkit has been developed keeping in view the needs of journa
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lists working in remote areas having limited access to experts and resources related to HIV/AIDS. Content of the toolkit has been derived from the research on vernacular media in three [Indian] states keeping in view the impact of media reports on stigma and discrimination related to HIV/AIDS. It is expected that the workshops conducted according to the toolkit will lead to a better understanding and sensitivity towards issues related to HIV/AIDS stigma and discrimination. Although the toolkit is structured for conducting a "One Day Workshop", the user may customise the content and timing of the workshop as per the local requirements." (Introduction to the toolkit)
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A companion facilitator's manual to the "Spot on Malaria" guide (2005) for conducting an five-day hands-on workshop.
"Tsha Tsha is an entertainment-education television drama series focusing on young people and dealing with love, sexuality and relationships in a world affected by HIV/AIDS. Audience research utilised by the South African Broadcasting Corporation (SABC) showed that episodes 1-13 achieved an audience
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share of 48.1% during the first broadcast and 47.4% during the rebroadcast in the 16-24 year age group. Episodes 14-26 achieved 48.4% share. This report describes the conceptual underpinnings of Tsha Tsha and presents results of research on audience responses to the first 26 episodes. Data collection spanned the period April 2003 to May 2004." (Executive summary)
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"This is a guide for those training writers of radio soap operas for peacebuilding. It contains a ten day training course, materials, and background information which are invaluable to facilitators." (Back cover)
"This volume grew out of the Why We Write conference held at Columbia University in the spring of 2003. The conference was the second part of a series of conferences organized by graduate students in the history department that explored issues related to history, social change, and the politics of w
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riting. The proceedings from the first conference were published as Taking Back the Academy: History of Activism, History as Activism (Routledge, 2004). The Why We Write conference drew participants from across disciplines and academic fields and also included, among others, filmmakers, journalists, playwrights, novelists, and poets from in and beyond the United States. The focus of the conference was to examine writing, broadly defined. As such the panels ranged from historical discussions on print culture and the use of theory in U.S. history to roundtable discussions on gender and sexuality to workshops on teaching writing and publishing one’s research." (Acknowledgements, page vii)
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"This media analysis report by global reputation analyst Echo Research reviews UNICEF’s communications following the Tsunami and the impact of communication on government policies and UNICEF programs in Sri Lanka and Indonesia (the Tsunami Zone). The analysis looks at UNICEF coverage related to th
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e Tsunami disaster in key international and Tsunami region media. The report tracks message pick up, spokespersons, issues related to the aftermath of the Tsunami and UNICEFS efforts related to these issues. This study is designed to help improve the effectiveness and future use of communication in support of UNICEF programming and advocacy. The period of the analysis covers the three months following the Tsunami: Dec 26, 2004 – March 26, 2005." (Introduction)
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