"CINEDUC is an innovative educational method which uses cinema and participative discussion methods to facilitate access to information about topics associated with development. The method was developed as part of a project implemented by the German Development Service (DED) and its partners in Rwan
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da from 2004. The general objective of CINEDUC is to inform, educate and raise a target group’s awareness of a concrete social topic with a view to contributing to improving the lives of the people in question within their communities. CINEDUC aims to activate both individual capacities and community support in finding viable and suitable solutions to social problems." (Introduction)
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"Explores the application of systems ideas to investigate, evaluate, and intervene in complex and messy situations. The text serves as a field guide, with each chapter representing a method for describing and analyzing; learning about; or changing and managing a challenge or set of problems. The boo
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k is the first to cover in detail such a wide range of methods from so many different parts of the systems field. The book's Introduction gives an overview of systems thinking, its origins, and its major subfields. In addition, the introductory text to each of the book's three parts provides background information on the selected methods. Systems Concepts in Action may serve as a workbook, offering a selection of tools that readers can use immediately. The approaches presented can also be investigated more profoundly, using the recommended readings provided. While these methods are not intended to serve as "recipes," they do serve as a menu of options from which to choose." (Publisher description)
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"Este manual está dividido en cuatro partes que pueden leerse en cualquier orden. El lector no requiere conocimientos especiales, aunque tener unas nociones básicas del funcionamiento del ordenador y de Internet le ayudaría. Los capítulos que contienen información de carácter más técnico est
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án marcados “Para los techies”. La primera sección se dedica a comprender sus necesidades y vulnerabilidades de seguridad, con un enfoque no técnico al entorno digital. Le ofrece un método para identificar las amenazas que plantean situaciones concretas y, de este modo, ayudarlo a decidir las estrategias más adecuadas a la hora de aplicar las soluciones de privacidad y seguridad. En la segunda sección se enumeran diferentes elementos relativos a la seguridad en los ordenadores e Internet. Se presentan al lector las operaciones informáticas y la infraestructura de Internet. Se explican en de forma detallada métodos de asegurar los datos, esquivar la censura cibernética y protegerse contra ataques maliciosos. La tercera sección es un resumen de la legislación mundial para restringir y seguir el flujo de información y las comunicaciones. En ella se muestra la tendencia a la baja causada por el aumento de las restricciones a los derechos a la libertad de expresión, la privacidad y la comunicación en muchos países. Se presentan casos de defensores de los derechos humanos que actualmente se encuentran en prisión o perseguidos por su trabajo a través de Internet, como ejemplos de la forma que tienen algunos gobiernos de hacer cumplir estas leyes. En la cuarta sección se ofrece a los defensores de los derechos humanos y sus organizaciones posibles escenarios para abordar los problemas de inseguridad electrónica y garantizar la continuación de su trabajo. Los escenarios se refieren a los conceptos presentados en el manual y las soluciones se basan en acciones viables." (Página 3)
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"A community research partnership is ideally part of a larger collaboration that includes the interests of each partner and spans a wide range of activities. Often a neglected afterthought in busy research schedules, the dissemination of key findings upon project completion is a crucial step in comm
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unity-based research. In fact, we believe that researchers have an ethical obligation to ensure that research findings are disseminated to research participants, as well as other individuals and institutions in the communities in which we work. In an effort to increase ease and efficiency, this document provides key strategies for dissemination, including practical advice and specific templates you can adapt for your use. Through this strategic dissemination approach, CARE (Community Alliance for Research and Engagement) intends to distribute salient findings to affected communities, participant agencies, health departments, researchers, policy makers, and health advocacy groups." (Page 1)
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"The ultimate solutions to climate change are workable, cost-effective technologies which permit society to improve living standards while limiting and adapting to changes in the climate. Yet scientific, engineering, and organizational solutions are not enough. Societies must be motivated and empowe
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red to adopt the needed changes. For that, the public must be able to interpret and respond to often bewildering scientific, technological, and economic information. Social psychologists are aware, through their painstaking scientific research, of the difficulties that individuals and groups have in processing and responding effectively to the information surrounding long-term and complex societal challenges. This guide powerfully details many of the biases and barriers to scientific communication and information processing. It offers a tool—in combination with rigorous science, innovative engineering, and effective policy design—to help our societies take the pivotal actions needed to respond with urgency and accuracy to one of the greatest challenges ever faced by humanity: global-scale, human-induced environmental threats, of which the most complex and far-reaching is climate change." (Abstract)
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"Aistear is the curriculum framework for children from birth to six years in Ireland. It describes learning and development through the four interconnected themes of Well-being, Identity and Belonging, Communicating, and Exploring and Thinking. Four sets of guidelines, focusing on different aspects
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of pedagogy, describe how the adult can support children’s learning and development across these themes. The guidelines focus on building partnerships between parents and practitioners; learning and developing through interactions; learning and developing through play; supporting learning and development through assessment. The guidelines describe good practice and use a number of learning experiences to show what this practice might look like. While these learning experiences usually focus on a particular age group of children and a particular type of setting, many of them can be adapted to suit other age groups and other settings. 'Thinking about my practice' questions help the adult reflect on what he/she does and says to support children’s learning and development." (Introduction, page 5)
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"ASTRA SOS Hotline started its operation in 2002. Since then, almost ten thousand calls have been received. So far it has served as the only SOS hotline intended for (potential) victims of traffi cking in persons in the Republic of Serbia; at the time of its setting up it was one of the rare service
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s of the kind in South-East Europe. During the fi rst eight years of work a methodology has been developed, results achieved, some of the dilemmas have not yet been solved and the new ones have appeared. We would like to share our experiences with the expert public. We also nourish hope that our long-term experience in this fi eld, although we are pretty much self-taught, will be useful for those who are planning to establish a similar hotline. We believe that this Manual will also help the ones who have organized other types of SOS telephones (for fighting family violence, violence against children, etc.), because traffi cking in human beings may be a consequence of some other form of violence or may be hidden behind it. Although the Manual is intended for individuals who already have some experience in the anti-traffi cking fi eld, we nevertheless start with a brief defi nition and description of the problem for the sake of those who might be faced with this form of severe human rights violation for the first time. At the very start, principles and methodology of work that had been developed for ten preceding years in the Belgrade women’s NGOs that were engaged in anti-violence activities, particularly the SOS Hotline and Centre for Girls and the Autonomous Women’s Centre were the basis for our work, and we would like to avail ourselves of this opportunity to thank them. ASTRA SOS Hotline has been developing its activities by directly following fi eld actions and trends related to traffi cking of human beings; we have adapted the accepted principles and work methods according to circumstances in this new and totally diff erent scope. Of utmost importance are our contacts with partner organizations in the region and beyond, i.e. meetings where we have exchanged our experiences. Unfortunately, conferences on the SOS hotlines are very rare. This is the reason why we would like to present in this Manual experiences of other SOS telephones, both in Serbia and in South-Eastern Europe, as well as certain tendencies in the member states of the European Union." (Preface)
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"[This publication] is for planners and evaluators who are going to facilitate a process for creating a theory of change with community-based programs and community change initiatives. It was designed as a “refresher course” for planners, evaluators, and others who have attended one of the Round
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table’s Theory of Change Workshops, but we fully expect experienced facilitators will be able to quickly learn and apply the method as described in this guide.. We’ve organized this guide into two sections. Section One answers the question “What is a theory of change?” It provides all the information needed to facilitate a theory of change process with a community group. This section: reviews the major concepts that define theories of change; provides important background information for facilitators before they enter a planning session; and offers practical guidance for facilitating planning sessions. Section Two is a resource toolbox for the theory of change facilitator. It includes: a case study to show a portion of a finished theory of change; a list of materials to bring to a planning session; a participants list that suggests the ideal composition of a theory of change building team for a community-based program or initiative; a glossary that could be distributed at the training sessions; and a description of PowerPoint presentations that you can download from our web site." (Introduction)
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"Most of the current water problems in southern Africa arise from inadequate or improper management of water resources, rather than shortages. Thus it is essential to raise awareness of water availability and use, and of management approaches that are sustainable. A challenge for media practitioners
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when researching water issues is the problem that accessible sources of information tend to be cluttered with scientific and technical jargon. Statements commonly used in water expert circles often tend to be misunderstood or lose their meaning outside the profession, such as “…Water sustains ecosystems that provide valuable services to both the environment and people.” While water professionals and academics may get their information through peer-reviewed publications, specialist websites and water workshops, the public obtains knowledge of water management from television, radio, newspapers, magazines and sometimes through opinion leaders in their communities. The Internet is also becoming a useful tool in the search for knowledge about water resources due to its ability to offer access to large and varied amounts of information, although this can also be a liability, causing information overload.
Integrated Water Resources Management (IWRM), which is a holistic approach to managing water and related resources, is widely discussed among water academics, practitioners and professionals involved in the management of water resources, who consider water an abundant “good” with social, economic and environmental value. While the IWRM concept is not well appreciated among some policy makers and the public, the media is quickly catching on to reporting the many users and uses, and on the need to foster economic efficiency, social equity and environmental sustainability in water resources management [...] It is thus the intention of this media guide to demonstrate that water reporting is not a technical specialisation but a bread-and-butter debate of today and tomorrow. This guide does not intend to make scientists out of journalists or the public, but to offer a quick reference to the main issues and policies as applied in southern Africa, to suggest ways to cut through the jargon, and to provide further references for reading and contacts for interviews." (Introduction, pages 9-10)
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"There are several organisations in Africa which aim to eliminate the incidence of gender-based violence through such actions as education, advocacy, lobbying and media-based interventions. What follows is a tool that aims to: facilitate the building of stronger, more sustainable communications camp
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aigns as a component of gender-based violence intervention strategies; promote partnership across organisations that share this worthwhile vision; and ensure greater long-term impact." (Page 2)
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"Participatory theatre is an approach in which the actors interact with the public. Throughout the event, the public participates to adapt, change or correct a situation, an attitude or a behaviour that is developed during the show. The NGO “Search for Common Ground” combined forum theatre techn
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iques initially developed by Augusto Boal in Brazil in the 1960s with its own approach aimed at seeking collaborative rather than adversarial solutions to conflict in war-torn Eastern Democratic Republic of Congo. This training manual first gives a brief introduction to participatory theatre and conflict transformation in general. Then, based on the experiences of over 600 performances, it presents practical guidelines for developing a participatory theatre process. They include: information collection; compiling information; scene development; character development; preparation of the performance location; interaction with spectators; and the skills of the conductor. Also some risks of participatory theatre are very briefly touched upon. This publication may not be sufficient to be put in practice by persons without theatre experience, as it does for example not offer practical advise on acting itself. Nevertheless, this is a very helpful introduction to the underlying principles of participatory theatre." (CAMECO Update 1-2010)
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"In addition to access to scientific information on HIV and AIDS, TV producers need skills to use new information technologies; talent to hold the interest of the public audience and inspiration to report sensitively and creatively about HIV and AIDS. The effort is huge but it pays off when air-time
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is allocated by broadcasters to transmit quality, prime-time programmes. This handbook is intended for TV producers who wish to make that extra effort; it aims to enlarge possibilities for accurate and credible TV reports on HIV and AIDS." (Foreword)
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