"In this paper, I explore institutional discourse on the role of gender in constructions of development communication beneficiaries and on the process of social change facilitated through communication intervention. Analyses are based on description of health, nutrition, and population projects impl
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emented by several organizations since 1975. Since the Decade for Women, dvelopment communication projects have focused their attention on women and other marginal groups, whereas U.S. Agency for International Development (USAID) has replaced informing strategies with persuasion approaches that target women as reproducers to consume products and services available through the private sector." (Abstract)
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"The E&E strategy finds its justification in signals from health communication theory and practice. There is an urgent call for the development of methods to reach less well educated target groups and for the adoption of a greater consumer orientation. In the design of health communication programme
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s, more attention must be paid to affect as well as cognition. Entertainment television seems to be able to serve these needs because it: (i) is based on popular culture, (2) is more people oriented (human interest) than object oriented; (3) encourages talcing with family, friends and neighbours about the previous day's television events, as in parochial networks; and (4) is a main source of inspiration and information. Health communication professionals, however, are illequipped to tap this potential. In their relatively television-illiterate and bureaucratic working culture they resemble turtles, who on the one hand are solid and trustworthy, but on the other hand do not quickly assimilate new and challenging developments. The call for innovation in their health communication methods and professional standards is forcing them to change. In these circumstances, collaboration with television professionals in the application of the E&E strategy may act as a catalyst. Television professionals are used to exposure and expect a service-oriented attitude from the external experts with who m they work. They act like peacocks, displaying their feathers in order both to be admired and to exert power and thus stay in charge of the production process." (Discussion and recommendations, page 203)
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"1. Communications are central to rights-based approaches to development. This includes rights to receive information and exercise a voice, as well as freedom of information and media activity. 2. Communications and media play an important role in strengthening civil society. Civil society organisat
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ions benefit from means of networking, and opportunities to lobby or advocate on certain issues. Different methods of communicating can also influence policy decisions. 3. A strategic approach to communications will improve project success, and can provide a set of questions to assist in planning and implementation. By planning communications components of projects, and co-ordinating activities, considerable benefits can be gained. Although each initiative is different, there are generic issues to raise for all uses of communications. 4. The use of mass media such as television and radio can help fulfil a variety of development aims. Although not always appropriate, large and small mass media interventions can be considered. 5. A variety of alternative media offer a range of different options. Alternative media can give people a space to express themselves, and can provide relevant information. Examples include small-scale radio, indigenous cultural activities and drama, and e-mail discussion groups. 6. Participation and participatory approaches are a key part of good communications practice. All media give scope for some participatory input, and some can be successfully combined with other participatory methodologies." (Quick reference, page 3)
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"This document contains 667 references and has been organized according to recent findings in our review of the application of current communication frameworks to HIV/AIDS communication. In short, there seems to be a consensus among academics, researchers, and practitioners that a new framework in H
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IV/AIDS communication must not only take into account theoretical and practical frameworks traditionally applied to HIV/AIDS communication (namely theories in social psychology), but also must consider the concept of context, defined as the interrelations of five key domains: government policy, spirituality, gender relation, culture, and socio-economic status. In other words, future HIV/AIDS communication efforts must address individual beliefs and actions within certain contexts that influence HIV/AIDS education and prevention. The first section of this annotated bibliography contains references related to the different theoretical concepts widely utilized in HIV/AIDS communication, and examples of their application in different settings. The theories considered are the diffusion of innovations, the health belief model, the theory of reasoned action, the AIDS risk-reduction and management model, the sense-making approach, and social learning and cognitive theories. The second section of this bibliography covers examples and reports of HIV/AIDS communication campaigns. In doing so, it provides references dealing with traditional mass media campaigns, multimedia campaigns, and the role of interpersonal and small-group communication in media campaigns; as well as more recent approaches to health and HIV/AIDS communication such as media advocacy and entertainment-education. The third section of this document contains references on community response to HIV/AIDS. Culture and context occupy the fourth section, which includes citations that might help users identify key references associated with some of the issues identified as highly relevant to future HIV/AIDS communication, such as language and different ways of knowing and communicating in varied contexts." (Introduction)
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"This is a practical guide to producing the kind of radio programmes which will make listeners stop and think about HIV/AIDS and how they can help reduce the risk of infection. In 1998 AIDS killed 1.4 million people and left 6 million orphans in Eastern and Southern Africa alone. Lack of information
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is a key reason behind the spread of the disease. RADIO AND HIV/AIDS is an attempt to make a difference by providing a practical and inexpensive communications methodology for media and HIV/AIDS workers. It is illustrated with examples of successful HIV/AIDS radio programming from many parts of the world. The handbook will also be of interest to NGO managers, policy makers and communications advisors in the field of HIV/AIDS prevention and health education in general. RADIO AND HIV/AIDS: MAKING A DIFFERENCE uses a step by step approach, and includes sections on planning, researching, designing, producing and evaluating radio programmes. It also has a section on training in the use of mass media for awareness raising, and includes advice on how to approach funders for small grants. It advocates a participatory approach to communications, in which the listeners can voice their needs in the initial research stage, take an important part in the programmes and finally have an input into their evaluation." (Back cover)
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"This publication is designed as a handbook for environmental groups and government agencies that wish to undertake environmental public awareness activities and initiate environmental actions. It cannot and does not claim to be comprehensive for all users. Therefore it should be utilized in a flexi
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ble way. Use it for brainstorming ideas, for planning and designing your own programmes, for learning from our own experiences - both good and bad - and for useful contacts. It includes simple - and some might say "basic" - recommendations. This handbook does not pretend to offer systematic and comprehensive management tools. Experience in Mongolia has shown that keeping everything as simple and practical as possible enables a great number of NGOs, CBOs and concerned individuals to be involved. If diluted into too much terminology and details about state-of-the-art project cycle management, the process often leads to frustration and discouragement. The objective here is to foster action. Moreover, it is a process - we believe that one learns by doing. The sophistication in project design and implementation will grow as the programme continues and as support is provided to these organizations. For a first phase programme, getting the confidence of these organizations and individuals and harnessing their energy is the most important goal." (User guide, page 2)
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"Este documento acompaña al manual diseñado para ayudar a los administradores de equipos de trabajo del Banco Mundial a planificar y supervisar la ejecución de actividades de comunicación en proyectos de PSN. El manual revisa los principios básicos de comunicación para el cambio en el comporta
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miento, presentando una guía paso a paso para planificar y ejecutar actividades de comunicación y vincular cada paso con el ciclo de proyectos del Banco. El manual contiene una serie de módulos prácticos, incluyendo: enfoques de investigación en comunicación para proyectos del Banco; guía de indicadores en comunicación; ejemplos de términos de referencia para consultores del Banco y de Prestatarios; preguntas guía para evaluar la capacidad de la organización; ejemplo de presupuesto y de plan de ejecución; estudios de caso de las prácticas óptimas en comunicación para el cambio en el comportamiento." (Prefacio, página 5)
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"This exploratory study analyses the functions and implications of participatory video projects in rural development settings. The term ‘participatory video’ refers to a bundle of innovative usages of video technology which enjoy growing popularity in many corners of the world. After the first t
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rials in the late 1960s participatory video has developed into several different directions and there is no consensus of what the term actually stands for. In the current literature participatory video is closely associated to the burgeoning field of participatory approaches such as Participatory Rural Appraisal (PRA), even though its application goes beyond the idea of participatory research and learning in many instances. There is by no means a consistent, established way of using the tool; experience and knowledge about what good practice is differ from person to person and in the literature. This study therefore categorises the varying approaches into a typology based on a review of the relatively scarce literature on the subject. Through a conceptual distinction of different project goals, three basic kinds of participatory video are identified, i. e. therapy-, activism- and empowerment-type video. The central part of the study consists of three case studies, from Mexico, Tanzania, and Vietnam respectively. In each of these the functions and implications of participatory video use are identified. A particular focus is put on the second case study, the ‘Fisherfolks’ Project’, as the relatively biggest amount of background information has been available. A number of theories and concepts are tested on this case in order to deepen the understanding of the potentials and limitations of participatory video." (Abstract)
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