"Bua Fela is a tool for broadcasters who create radio for children and with children. According to the authors, Bua Fela offers the following: techniques for involving children in media production; sound advice for starting youth programmes at a community radio station; tips on how to get children t
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alking; skills to give children in your community a voice of their own, to enable them to create their own media and develop their own stories; ways of reporting on, and ethically representing, children in the media; guidance for children to work with other children as a broadcasting team; case studies from the 'Speak Free' project as practical examples." (commbox)
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"The media has the greatest potential of bringing home the tragedies that befall children such as being drop-outs from schools due to poverty, exploited though trafficking or labour, abused or victimized by war, most of which are sadly, accepted as part of life. Television with its great potential t
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o do good for the children is within the command of many of us broadcasters. Given such enormous power and influence of the medium we work with, we all have a special responsibility to harness the potential of television for the good of children. Television can help promote and protect the rights of children by taking a more pro-active role in helping to educate them and their families. These are facts that we all too often hear, and are aware of children having being denied their basic rights. Therefore there is an absolute need to explicitly examine the vital role of the media which not only can create awareness on children´s right to access to information and freedom of expression but also for their protection from harmful and violent media content as enshrined in the Convention on the Rights of the Child." (Foreword, page vi-vii)
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"When children are victims of violence, journalists have a responsibility to report the truth with compassion and sensitivity. Kids aren’t mini-adults; they deserve special consideration when they end up in the news. Yet few journalists have experience interviewing children for routine stories, le
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t alone when tragedy hits. What ground rules apply? Is it OK to interview children huddled outside a school after a classmate has gunned down a teacher? At the hospital after a car accident? Should you name child abuse victims in news coverage? Juveniles who commit crimes? How do you balance children’s right to privacy with telling compelling stories? Exposure to violence affects children and adults differently. But kids are just as vulnerable to post-traumatic stress and other emotional consequences of violence and tragedy. Journalists can write stories that help educate parents about how to recognize emotional trauma in their children. They can foster community healing by interviewing families putting their lives back together after a disaster. Editors can weigh the impact of graphic visual images on young readers when deciding what to publish or broadcast." (Page 2)
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"Being creative and collaborative” is the motto of UNESCO’s Young Digital Creators (YDC). YDC is designed for young people of different cultures to collaboratively construct deeper understanding of each other’s cultural values and shared perspectives on global issues of our time. In YDC, the d
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igital tools are used to carry out creative projects, to show them and to talk about them with people from different cultures. YDC is a programme that makes the Internet and the web work to the benefit of young creators around the globe. This YDC Educator’s Kit is designed to help teachers and educators working in schools, youth clubs, community centres, and training institutes to generate and manage project-based learning activities with young people. The focus is on the creative use of information and communication technologies, global challenges of development, cultural diversity and inter-cultural dialogue. The first part of the Kit explains some basic concepts of the initiative. It starts with a brief introduction on project-based learning, then discusses creative thinking and expression, as well as cultural diversity. The last section of the first part gives an introduction to online cooperation in creative projects with Internet and web learning environments. The second part of the Kit introduces a detailed lesson plan with a number of learning activities that are expected to be implemented in sequence. The lesson plans are designed to help educators carry out a full project-based learning process with young people, starting from brainstorming and framing of the themes of the project to presenting the results of the project through exhibitions or concerts." (Introduction, page 16)
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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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"One of the key issues in examining the impact of small arms on children is the role of the media. The following is a resource guide to some materials that are relevant to considering the need for education programmes on media violence and small arms. Research has now confi rmed the link between med
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ia violence and aggressive behaviour. If young people also have ready access to guns, then the likelihood of violent behaviour, against themselves and others, increases. Most of the resources are from the USA, with the exception of the UNESCO study; however, US media, films, TV, video and computer games are increasingly available to children all over the world, so the US research data is relevant. Any programme designed to respond to the problem of small arms, be it education for children and youth, awareness raising for adults or advocacy, needs to take into account the role of the media in creating acceptance of the use of weapons to resolve confl icts and in supporting certain masculine roles." (Introduction)
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"The purpose of this report is primarily to report on the results of the 2006 Children in the Media Monitoring Project, and specifically on how children would write the news, reflected in the newspapers the children produced during a workshop in 2006. The report also reflects the results of a childr
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en’s monitoring exercise, the impact of the CCMP on reporting on children, concluding with some recommendations for child-friendly reporting." (Page 2)
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"Fernsehen tötet die Fantasie – so zumindest die Alltagstheorie zum Verhältnis von Medien und der Imaginationsleistung von Kindern. Bei genauerem Hinsehen ist das Verhältnis jedoch sehr viel komplexer, wie die hier vorgestellte Studie zu den Tagträumen der 8- bis 10-Jährigen zeigt. Fernsehen
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verdrängt die Fantasie nicht, es wird zu einem Teil von ihr. Kinder nehmen sich etwas aus dem Fernsehen heraus und entwickeln mit den Medienbildern ihre eigenen Erzählungen. Globale Medienensembles wie Harry Potter oder Pokémon werden so zum Bestandteil der Tagträume von Kindern in Israel, Südkorea, den USA und Deutschland, so wie es in früheren Zeiten bei uns Karl Mays Winnetou, der Titanic-Film in Schwarzweiß oder in den 80ern die Ballerina Anna und Flashdance waren. Wie das im Einzelnen geschieht, welche Unterschiede es in den Aneignungsmustern von Mädchen und Jungen gibt, welche nationalen Besonderheiten deutlich werden, und worin sich heutige Kinder von früheren Generationen unterscheiden, zeigt diese qualitative Studie. 193 Kinder aus Israel, Südkorea, den USA und Deutschland gingen auf eine Fantasiereise und malten und erzählten von ihrem großen Tagtraum. Parallel dazu erinnern sich 56 Menschen, die in Zeiten mit einem anderen oder noch gar keinem Fernsehangebot aufwuchsen, an ihre Kindheitsfantasien." (Klappentext)
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"El hecho de propiciar y multiplicar los canales de expresión y participación ciudadana de niños, niñas y adolescentes es vital para asegurar su desarrollo y para fortalecer la cultura democrática en la sociedad. Que ellos puedan hacer oír sus voces para expresar sus inquietudes, deseos y nece
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sidades, es clave también para que los adultos que trabajan en áreas relacionadas con sus problemáticas puedan tenerlos en cuenta a la hora de definir las políticas públicas que los afectan. La serie de materiales de capacitación producidos en el marco del proyecto Red de Radios escolares rurales y de frontera se orienta en este sentido al promover, a través del espacio radial, la sensibilización de las comunidades respecto de los temas planteados por los niños, niñas y adolescentes, y la construcción de sus estrategias de transformación social junto con los otros actores de las comunidades implicados en ese proceso." (Página 3)
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