"There are various aspects of evaluation reporting that can affect how information is used. Stakeholder needs, the evaluation purpose, and target audience should be considered when communicating results. Evaluation reporting should not only identify what, when, how, and to what extent information sh
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ould be shared but take into account how information might be received and used. In a 2006 survey of American Evaluation Association members, 68% self-reported that their evaluation results were not used. Findings such as this suggest a greater need for evaluation results to make it off the bookshelf and into the hands of intended audiences. Similarly in the CDC Framework for Program Evaluation, the “utility evaluation standard” charges evaluators to carry out evaluations that lead to actionable findings for intended users. This commitment to conducting evaluations that improve the lives of participants serves as the inspiration for this guide." (Introduction)
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"Le plaidoyer est souvent associé à une logique de confrontation, proche en cela des luttes syndicales et des mouvements sociaux. Il est vrai qu’un « plaidoyeur » – c’est ainsi que nous nommerons la personne en charge de développer un plaidoyer – se trouve souvent en position de contest
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ation, réagissant aux prises de position ou aux actions des décideurs qu’il cherche à influencer. Il tentera pour cela de discréditer le discours ou de dénoncer les agissements de ses opposants en mobilisant le public ou en diffusant ses messages à travers les médias pour mettre la pression sur les décideurs. Pourtant, ce ne sont pas les seules cordes à son arc ! Pour influencer, modifier, créer, abroger une politique ou une pratique, un plaidoyeur va également tenter de négocier avec les décideurs, de proposer des solutions alternatives, après avoir décrypté les intérêts de ses différents interlocuteurs. Il va saisir les opportunités lui permettant de prendre part au processus de décision (officiellement ou non) et va fournir des éléments d’expertise jusqu’ici inexistants, parcellaires ou méconnus permettant d’appuyer ses propositions. En fonction des acteurs et des évènements, le plaidoyeur va donc alternativement adopter une démarche de confrontation, (dénonçant par exemple des injustices vécues par un groupe d’individus) ou une position de co-construction, lorsqu’il a l’opportunité de faire progresser ses positions. Il va successivement se positionner au coeur et en dehors du processus de négociation." (Page 4)
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"This guide is designed to help facilitators and educators to engage with audiences. The aim is to deepen the understanding of the underlying causes of poverty and inequality as explored in the Why Poverty? films. Why Poverty? uses documentary film to get people talking about poverty. The collection
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is made up of eight long films and thirty-four shorts by award-winning filmmakers, as well as new and emerging talents. The stories, originating from twenty-eight countries, are moving and thought-provoking as they tackle big issues and pose challenging questions. In November 2012, these films were screened worldwide on more than seventy national television networks and are now available online and on DVD. It has been said that, in this century, we have the tools and potential to overcome extreme poverty. But poverty persists, and the gap between the poor and the wealthy continues to widen. The demographics of poverty are also changing, with new poverty emerging in the North and new wealth emerging in the previously poorer South. Poverty and inequality is global, and the causes for its continued existence are largely structural. The long films explore these structural causes, whether they are tax evasion by multinational companies, lack of land rights for the poor, unequal access to health care, or gender imbalance. The short films provide glimpses into people’s lives as they try to deal with poverty and inequality. All the films can be watched as separate and complete stories. But as a collection, they provide a great platform from which to delve into questions about why poverty still exists in a world of plenty." (Introduction)
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"Ethical reporters and editors must strive to tell the truth with courage, fairness and balance, open to the possibility that their reporting may lead to a story that varies with their initial concept. They do not give pre-eminence to the government or official version of events, but give voice to t
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he voiceless, seeking out unofficial sources and people on the ground. They offer all parties to a conflict or dispute the chance to have their say and present their views fairly and objectively, and they do not skew comments to advance a particular point of view or agenda. They should not withhold relevant information in order to bolster or undermine a given point of view. They should not doctor photos or documents to distort their meaning. Ethical reporters and editors make every effort to give those named in stories the opportunity to respond to allegations of wrongdoing, and they report the results of those efforts within their news stories. They credit other publications and writers as appropriate, and never plagiarize. Where information is obtained through social media, they acknowledge its use and strive to insure the authenticity of sources and information obtained." (Page 4)
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"Liliana Rodríguez-Campos and Rigoberto Rincones-Gómez present their Model for Collaborative Evaluations (MCE) with its six major components: identify the situation, clarify the expectations, establish a collective commitment, ensure open communication, encourage effective practices, and follow sp
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ecific guidelines. Fully updated to reflect the state-of-the-art in the field, each core chapter addresses one component of the model, providing step-by-step guidance, as well as helpful tips for successful application. To further demonstrate the utility of the MCE, this new edition includes recurring vignettes about several evaluators and clients, illustrating frequent questions and specific challenges that arise when evaluators take a collaborative approach. Drawing on a wide range of collaborative evaluations conducted in the business, nonprofit, and education sectors, this precise and easy-to-understand guide is ideal for students and practitioners who want to use its tools immediately." (Publisher description)
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"This manual is for media practitioners and social activists who wish to use the power of entertainment and mass media to promote health, human rights and social justice. Drawing on successful stories and case studies from Africa and elsewhere, this manual aims to inspire, give fresh ideas and share
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experiences of interesting edutainment programmes. If you are a social activist or development worker, it will introduce you to the exciting opportunities that edutainment presents. If you are an edutainment practitioner, it invites you to think about your own practice, whether you are using multimedia, TV dramas, radio talk shows, theatre, social media or on-the-ground community dialogues and advocacy." (Page 3)
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"Este manual guarda dos características fundamentales. Por un lado, no es una simple sumatoria de capítulos aislados, sino que se trata de conceptos compartidos por un equipo que viene cooperando tanto en capacitaciones como en consultorías, de modo que es un todo integrado. Por otro lado, todos
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los conceptos volcados en este manual son fruto de la extensa trayectoria de los consultores participantes. Nada de lo que aquí figura es resultado de una simple observación de los procesos electorales, ni la importación lisa y llana de aplicaciones de herramientas que se dan en otros marcos culturales y políticos. Todo ha sido probado en la práctica, lo cual no significa que se lo pueda aplicar de manera descontextualizada." (Presentación, página 9)
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"The Handbook of Journal Publishing is a comprehensive reference work written by experienced professionals, covering all aspects of journal publishing, both online and in print. Journals are crucial to scholarly communication, but changes in recent years in the way journals are produced, financed, a
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nd used make this an especially turbulent and challenging time for journal publishers - and for authors, readers, and librarians. The Handbook offers a thorough guide to the journal publishing process, from editing and production through marketing, sales, and fulfilment, with chapters on management, finances, metrics, copyright, and ethical issues. It provides a wealth of practical tools, including checklists, sample documents, worked examples, alternative scenarios, and extensive lists of resources, which readers can use in their day-to-day work. Between them, the authors have been involved in every aspect of journal publishing over several decades and bring to the text their experience working for a wide range of publishers in both the not-for-profit and commercial sectors." (Publisher description)
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"By definition, development stories are big news in developing countries. The problem is media reports are typically just government announcements of infrastructure development – roads, bridges, hospitals, etc. – and official claims that lives will improve. Those articles turn off the reading an
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d viewing public, and that has some editors pulling their staffs off this important coverage. But there can be much more to these stories. Here are 10 tips from Edem Djokotoe, Knight International Journalism Fellow in Malawi in 2010 and 2011. Djokotoe’s advice stresses less jargon and more people, impact and original reporting. It reminds us that we are writing for ordinary people – not development “experts” – to show them the implications of the events unfolding around them." (Page 1)
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