"Chinas Streben nach weltweiter medialer Dominanz und Diskursmacht ist eine konkrete Gefahr für demokratische Länder. Wenn sich Demokratien dem nicht widersetzen, werden chinesische Bürgerinnen und Bürger jegliche Hoffnung auf Pressefreiheit im eigenen Land verlieren und der Journalismus, wie wi
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r ihn kennen, wird künftig mit chinesischer Propaganda konkurrieren. Auch in Deutschland gibt es Beispiele dafür, wie China versucht, die Medienberichterstattung im eigenen Sinne zu beeinflussen, etwa durch Medienkooperationen, gemeinsame Sendungen oder China-freundliche Beilagen in Zeitungen. Auch die chinesische Botschaft in Deutschland kommentiert und kritisiert auf ihrer Webseite immer wieder deutsche Medienberichte. Im zweiten Kapitel werden vor diesen Erfahrungen verschiedene Kooperationsformen typologisiert sowie Empfehlungen an Journalistinnen, Journalisten und Medienhäuser ausgesprochen, inwieweit und unter welchen Voraussetzungen Kooperationen möglich sein könnten. Eine Gefahr - bei allen Kooperationstypen und auch allgemein in der Berichterstattung - ist die unkritische Übernahme von chinesischen Narrativen. Daher soll das dritte Kapitel für Argumente und Deutungsrahmen (sog. Frames), die für chinesische Propaganda kennzeichnend sind, sensibilisieren und alternative Darstellungen und Argumentationen anbieten. Denn ausländische Medien spielen eine wichtige Rolle dabei, Propagandainhalte zu verbreiten - eine Methode, die in Peking einen eigenen Namen hat: "ein Boot leihen, um auf den Ozean hinauszufahren". Chinas Vorhaben könnte dazu führen, dass sich teils auch subtile Narrative und ein bestimmtes, dem chinesischen Regime wohlwollendes Vokabular verbreiten und durchsetzen kann." (Seite 3-4)
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"Based on the experience of selected GIZ-implemented projects that were in the process of implementation during the time frame between 2020 and 2022, this guideline offers insights and lessons learned on the preparation and implementation of climate risk communication approaches. In addition, comple
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mentary publications from GIZ, partner institutions and communication science and related disciplines were consulted." (Page 8)
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"Featuring advice and stories from over 50 experienced fundraisers, foundation staffers, journalists and more, this book explains how to: make a fundraising plan; work with individual donors; keep givers giving; plan special events; solicit grants from foundations and corporations; use traditional a
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nd social media to engage supporters; start a side business to raise funds; and much more. Effective Fundraising for Nonprofits also provides creative grassroots strategies and dozens of real-life success stories. Best of all, it cuts out the jargon and “consultant speak” that’s all too common in nonprofit books. The 7th edition is completely updated to reflect recent fundraising trends, such as a rise in the proportion of gifts coming from wealthy donors owing to tax changes. It also suggests strategies for drawing supporters to virtual events." (Back cover)
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"The Digital Ecosystem Country Assessment (DECA) Toolkit is a step-by-step guide designed to help USAID Missions conduct high-quality research that will directly inform Mission strategic and programmatic decisions for digital development interventions. The DECA is the flagship initiative of the USAI
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D Digital Strategy. It identifies opportunities and risks in a country’s digital ecosystem to help the development, design, and implementation of USAID’s strategies, projects, and activities. The DECA informs USAID Missions and other key decision-makers about how to better understand, work with, and support a country’s digital ecosystem. This Toolkit is designed to provide Mission staff with the tools and information needed to conduct this assessment." (About this Toolkit, page 5)
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"Auf insgesamt 36 Arbeitsblättern bietet das Arbeitsheft einen Querschnitt durch die Welt der Medien in insgesamt vier Kapiteln. Zunächst werden die begrifflichen Grundlagen und die Bedeutung von Medien für unser Alltagsleben wie auch für die Demokratie erarbeitet, dann werden zentrale Medien wi
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e Zeitung, Smartphone oder Social Media vorgestellt und ihre Besonderheiten bei der Nutzung analysiert. Im Anschluss widmet sich das Material unterschiedlichen Herausforderungen im Umgang mit Medien: Dabei wird u.a. die Rolle von Influencer/-innen hinterfragt, das Prinzip der Plattformökonomie untersucht oder die Gefahr einer Medienkonzentration erörtert. Abschließend beschäftigten sich die Lernenden mit ihrer eigenen Medienkompetenz: Wie erkenne ich sexistische Werbung? Habe ich meine Mediennutzung im Griff oder sollte ich mal "handyfasten"?" (Verlagsbeschreibung)
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"Using examples of the existing media coverage of race, ethnicity, religion, gender, religion, age, sexual orientation, disability, geography, social and marital status, this handbook offers a set of educational tools that can be used in a classroom to develop sensitivity to diversity, to increase s
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tudents’ analytical skills in relation to news content and to enrich students’ knowledge and understanding of the relationship between social diversity and the media [...] The handbook is aimed to be used as a textbook in journalism schools. It has been written in the context of China, but its content and examples would also serve journalism teachers elsewhere well." (Introduction, page 8)
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"According to the 2020 UNESCO Director-General Report on the Safety of Journalists and the Danger of Impunity, a total of 24 of the 156 journalists and media workers killed during 2018-2019, lost their lives to attacks by groups engaged in violent extremism as well as terrorism. Journalism educators
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and trainers have a role to play in supporting the quality of reporting on this complex topic, as well as in raising journalists’ ability to protect themselves while covering terrorist attacks. Building on a previous UNESCO publication Terrorism and the media: A Handbook for journalists (2017), this new manual is designed primarily for media trainers and journalism educators. Based on real life lessons and extensive analysis of the risks and pitfalls in covering terrorism, the handbook adds significant value to media’s role in covering these challenges." (Short summary, page 3)
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"This document addresses open and distance learning (ODL) in a variety of environments where education and learning are increasingly technology mediated, whether it be completely at distance or an increasingly prevalent blended framework where students use technology part of the time. During times o
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f emergency or in response to situations of global significance, it may be necessary for institutions to move learning rapidly and unexpectedly to an ODL environment. While some institutions have systems already in place, many do not and may be significantly challenged by these events. As has been seen during the recent and ongoing COVID-19 pandemic, governments, educational institutions, instructors and quality assurance bodies have had to make adjustments to teaching and learning to accommodate the movement restrictions imposed on populations to control the virus. A number of challenges may be encountered during movement to online learning, including ensuring that appropriate content delivered through platforms is available and accessible for all students, that the needs of students with disabilities have been considered, that training for those delivering and receiving the teaching and learning is available, and that appropriate support people can work with the students." (Introduction)
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"[...] we have brought together relevant case studies to illustrate how content production and business relations can be reconfigured to generate fresh revenue sources, and to demonstrate which tools may be helpful along the way. These cases include special thematic projects, creative agency models,
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and native-only formats in digital and multimedia form that revisit the boundary negotiation between editorial and business departments. The Native Advertising Playbook casts new light on the complex, overlapping and increasingly coupled relations between consumers and clients that require significant alignment and coordination to succeed." (Executive summary)
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"This document is the second of a set of three practical guidelines that provide recommendations for considering an intersectional gender approach when: monitoring and documenting attacks against journalists and social communicators (Guideline 1); advocating on emblematic cases for advocacy (Guideli
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ne 2); and organising protection training (this guideline)." (About these guidelines)
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"This document is the second of a set of three practical guidelines that provide recommendations for considering an intersectional gender approach when: monitoring and documenting attacks against journalists and social communicators (Guideline 1); advocating on emblematic cases for advocacy (this Gu
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ideline); and organising protection training (Guideline 3)." (About these guidelines)
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"An intersectional gender approach starts with the fact that differences between the roles of women and men – in terms of their relative position in society and the distribution of resources, opportunities, constraints, and power in a given context – cannot be analysed in a separate silo. Instea
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d, such differences must be placed within a systemic framework of intersectional inequalities (see Figure 1), overlapping gender discrimination with other forms of discrimination [...] These guidelines are about the safety and protection of journalists and social communicators, which can be addressed by monitoring and documenting the attacks they face, building their capacity to protect themselves, and raising awareness nationally and internationally on the issue. While many of the recommendations in these guidelines could also apply to human rights defenders (HRDs), they were built from the experience and expertise of ARTICLE 19 staff concerning journalists and social communicators." (Page 7)
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"This book is written to provide detailed, rigorous guidance on how to conduct impact evaluations of government and nongovernment programs and projects. It covers all the leading quantitative impact evaluation methods, explaining the assumptions required for them to provide unbiased estimates and th
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e data required to implement them. It also provides many examples of how these methods have been applied in developing economies. The book’s contents are based on lectures given by the authors, and their collaborators, as part of a two-week intensive course conducted in China, Peru, South Africa, and Uganda between 2012 and 2017. The courses in China, South Africa, and Uganda were administered and supported by the Centers for Learning on Evaluation and Results (CLEAR) Initiative, a multidonor partnership program for evaluation capacity development with its secretariat at the World Bank and centers located in universities in different parts of the world; in 2020, the program and centers became part of the Global Evaluation Initiative. The presentation of the material in this book is at a high technical level. It assumes that the reader is very comfortable with algebra and has an intermediate knowledge of statistical theory. It is essentially a graduate-level textbook for use in economics, public policy, or related academic programs, although it may also be useful for a course designed for advanced undergraduate students." (Preface)
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"This document provides immunization programmes and other stakeholders with step-by-step guidance on how to effectively manage the communication response to vaccine-related events, particularly those with a potentially high impact on public trust, which are therefore considered to be a vaccine crisi
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s [...] While there are three general phases of vaccine crisis management, this manual mainly focuses on communications actions related to the response phase. However, to provide the broader context, it also offers suggestions for assessing the communication response to vaccine-related events that may not develop into a crisis, and a short section on communication actions during the preparedness and postcrisis evaluation phases." (Introduction)
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"This document is a different kind of guide. Meaning, it's less of a guide and more of an invitation. An invitational guide, if you will. For us, narrative research has become one door into a bigger, older, interrelated question about how we inspire one another to change. This document tries to conn
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ect some of the contemporary ideas about narrative practice to some of the wisdom and inspiration that can be found in related practices—from Afrofuturism to artistic activism to peacebuilding—all while offering questions to inspire thinking about your own practice, examples from our partners' initiatives, reflections from our experience, and resources for your own exploration. We lay out six elements (or, as we call them, spice blends) that describe and invite creativity, reflection, and exploration for activism and advocacy: problem spaces; creativity; visioning & imagination; hope, values, emotions; experiences & relationships; people. Each element emerged from the work of the teams we partnered with, and they build on and point towards the work that has inspired and informed our own thinking. They are intended to be explored, played with, changed, and built upon. They are meant to be a resource and a source of inspiration and reflection for practitioners and funders alike." (Page 7)
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"Diese Publikation ist im Rahmen des Projekts AutoCheck – Handlungsanleitung für den Umgang mit automatisierten Entscheidungssystemen für Antidiskriminierungsstellen entstanden. Sie ist eine erste Einführung in die Diskriminierungsrisiken beim Einsatz von automatisierten Entscheidungssystemen.
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Für ein tiefergehendes Verständnis der Thematik werden im Rahmen des Projekts Weiterbildungskonzepte entwickelt, die als Workshops für Multiplikator*innen veröffentlicht und angeboten werden. Wir wenden uns mit dieser Handreichung in erster Linie an Mitarbeitende von Antidiskriminierungsstellen in Deutschland. Durch Kompetenzaufbau in diesem zunehmend bedeutsamen Themenfeld sollen sie in die Lage versetzt werden, Risiken besser zu erkennen, einzuschätzen und dadurch in konkreten Diskriminierungsfällen Betroffene besser unterstützen zu können. Darüber hinaus soll diese Publikation auch den von Diskriminierung Betroffenen die Möglichkeit geben, sich über das Thema zu informieren. Der Fokus liegt auf dem Zugang zu Gütern und privaten Dienstleistungen, beispielsweise Benachteiligungen im Online-Handel oder beim Abschließen einer Versicherung. Nur am Rande gehen wir auf andere Anwendungsbereiche des Allgemeinen Gleichbehandlungsgesetzes (AGG) ein." (Einleitung)
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"In this paper, we outline each of the various technical mechanisms for implementing a shutdown, and the options for mitigating each type. Our hope is that technologists and civil society groups working to end shutdowns will find this a useful technical resource to understand, prepare for, circumven
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t, and help document deliberate network disruptions." (Introduction)
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"This guidance is useful for ICRC teams in the field managing different evaluation types that cover various interventions. Importantly, it is not an evaluation manual. Nor is it the only source to draw on when planning and managing an evaluation. It should be used in conjunction with other ICRC poli
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cies, standards and guidance on which the evaluation relies. In this document, we use the term “evaluation” as a catch-all term to refer to evaluations, impact evaluations, evaluative reviews and learning workshops. Evaluations are determined by a level of objectivity and/or independence and are conducted according to clear lines of inquiry and a methodological approach (see section 3). Specifically, when we refer to an evaluation, we understand it as follows: The systematic and objective assessment of an ongoing or completed project, programme or policy, its design, implementation and results. The aim is to determine the relevance and fulfilment of objectives, developmental efficiency, effectiveness, impact and sustainability. An evaluation should provide information that is credible and useful, enabling the incorporation of lessons learnt into the decision-making process of both recipients and donors. Likewise, we use the term “intervention” to refer to the subject of the evaluation, including all the various types of work or efforts that may be evaluated (such as a project, programme, strategy, thematic area, or other activity or action). This document will also prove useful for those guiding design, strategic planning and results management at the start of the intervention. A good evaluation relies on effective monitoring, evaluation and learning systems within the intervention cycle. Gaining clarity on what success looks like at the design phase of an intervention helps to make the intervention assessable." (Page 3)
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