"The Soul City Institute for Health and Development Communication—a South African multi-media health promotion project—together with the National Network on Violence Against Women, formulated an intervention to address domestic violence. Recognising that behavioural change interventions aimed so
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lely at individuals have limited impact, the intervention was designed to impact at multiple mutually reinforcing levels; individual, community and socio-political environment. The intervention and its evaluation results are presented. Soul City successfully reached 86%, 25% and 65% of audiences through television, print booklets and radio, respectively. On an individual level there was a shift in knowledge around domestic violence including 41% of respondents hearing about the helpline. Attitude shifts were also associated with the intervention, with a 10% increase in respondents disagreeing that domestic violence was a private affair. There was also a 22% shift in perceptions of social norms on this issue. Qualitative data analysis suggests the intervention played a role in enhancing women's and communities’ sense of efficacy, enabling women to make more effective decisions around their health and facilitating community action. The evaluation concluded that implementation of the Domestic Violence Act can largely be attributed to the intervention. While demonstrating actual reductions in levels of domestic violence was not possible, the evaluation shows a strong association between exposure to intervention components and a range of intermediary factors indicative of, and necessary to bring about social change. This paper reports on the evaluation, discusses its limitations and challenges as well as lessons learned regarding multi-level interventions on domestic violence." (Abstract)
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"The purpose of this reference publication is to provide meaningful and ready-to-use information to media professionals, decision makers, students, and the general public on the core PSB concepts related to legal, regulatory, financial, and other major issues as recognized by the international profe
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ssional community. Key notions of PSB such as editorial independence, universality, secured funding free of all pressures, distinctiveness, diversity, representativeness, unbiased information, education and enlightenment, social cohesion, citizenship, public accountability, and credibility, are dealt with in the book." (Foreword, page 7)
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"A partir da perspectiva de que na comunicação, como nas demais áreas, a Pastoral da Criança também poderia contar com o voluntariado, em 1994 foi criada a Rede de Comunicadores Solidários à Criança. Ela permitiu tornar a ação comunicativa mais horizontal e ágil pelo contato direto entre
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agentes e lideranças da Pastoral da Criança e os meios de comunicação locais – agora feito não somente pela Coordenação Nacional, mas com o apoio de profissionais da própria comunidade. Para isso foi necessário abrir uma via de mão dupla, em que a equipe de profissionais da Coordenação Nacional e os voluntários eram alimentados reciprocamente com informações e novos conhecimentos. A Rede dos Comunicadores Solidários à Criança, da qual participaram 500 comunicadores voluntários, desempenhou um papel fundamental no trabalho e nos resultados alcançados pela Pastoral da Criança. Além de atuarem como assessores de imprensa em suas comunidades e regiões, os seus membros foram treinados como capacitadores em três áreas: Comunicação Pessoal e Grupal, Rádio e Assessoria de Comunicação e Mobilização. Os bons resultados obtidos devem-se, sobretudo, à visão clara de que são os voluntários/reeditores que fazem a comunicação acontecer. Nem sempre, porém, é possível contar com voluntários que sejam profissionais da área de comunicação. Mas, em qualquer situação, é preciso o domínio dos instrumentos e conteúdos (e com eles seus sentidos). Assim, em todos os casos, fez-se necessária a capacitação, e uma capacitação específica: mais que formar comunicadores capazes de produzir e veicular mensagens, é preciso formar pessoas capazes de gerar processos de comunicação em favor da mobilização." (Página 1)
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"The contributions in this book are the result of four years of experience in online teaching at the Konrad Adenauer Center for Journalism (CFJ) at the prestigious Ateneo de Manila University, Philippines. First presented at a workshop at the Ateneo de Manila in December 2004, the individual chapter
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s draw on the wealth of faculty experience to identify best teaching practices. The book is divided into five parts devoted to different aspects of online journalism education and training. After the prefaces, the second part explains the fundamental differences between traditional teaching and online courses. Online teaching differs from traditional teaching in that it does not allow direct eye contact. Therefore, Part II addresses how to effectively design virtual learning situations. Part III designs strategies for engaging online students in active and fruitful class participation using synchronous and asynchronous teaching methods. Part IV addresses how to assess students and ensure high academic standards in the context of a multicultural virtual classroom. Part V complements this handout on online pedagogy by discussing upcoming changes in the rapidly evolving field of online journalism instruction. This publication is aimed primarily at journalists in online pedagogy, but is also recommended for others working in the field of online instruction." (KAS Regional Programs website 9/21/2007)
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"The goal of this best practices guide is not to provide a template for trauma reporting, although the specific examples should be useful for journalists working on similar stories or faced with similar ethical dilemmas related to trauma reporting. The goal is to help journalists produce professiona
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l, insightful, informative, ethical and engaging stories about difficult subject matter by using other journalists’ successful ideas, insights and experiences as an inspirational guide. Of course, each journalist writing about trauma will find his or her own voice and perspective when crafting the story. But that voice and perspective may be informed by the voices and perspectives of those who have already engaged in the process effectively. The following section discusses narrative elements and other considerations that reporters should keep in mind when writing about violence and trauma. Some of these elements are presented as best practices examples. Other elements are more explicitly presented as suggestions or recommendations." (Page 4)
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"La FIJ mène depuis de nombreuses années une campagne pour le renforcement de la sécurité et pour la défense des journalistes autochtones et des freelances, car ce sont eux qui sont exposés aux risques les plus importants et qui bénéficient du moins de protection. Les choses commencent à bo
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uger avec la création de l'International News Safety Institute (voir pages 103-105). Le présent ouvrage s'inscrit dans ce processus. Il collecte les expériences de ceux qui ont couvert et filmé les événements dans des environnements hostiles et tente d'en tirer les leçons afin de sauver des vies. Mais la sécurité, ce n'est pas seulement éviter les balles. C'est aussi créer une culture de conscientisation des risques sous tous les aspects du journalisme, qu'il soit de guerre, d'investigation ou de rue. Nous avons voulu mettre en exergue les besoins des journalistes locaux, mais une grande partie des informations disponibles provient de correspondants internationaux et des cours de formation conçus pour les géants des médias électroniques. La FIJ utilisera le présent ouvrage pour diffuser le message de la sécurité, mais aidera également ses bureaux régionaux à la production de versions locales. La richesse du savoir et de l'expérience des journalistes qui vivent et travaillent sur la ligne de front et qui ont appris survivre tout en faisant leur travail est incommensurable." (Préface, page iv)
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"Seit 2001 ist die TLM-Medienwerkstatt in Thüringen unterwegs um medienpädagogische Projekte in Kindergärten, Schulen, Jugendclubs, Freizeitheimen und in Einrichtungen der Behindertenarbeit zu unterstützen und durchzuführen. Ein Anlass, Bilanz zu ziehen! In diesem Erfahrungsbericht wird die bis
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herige Arbeit vorgestellt und reflektiert. Die AutorInnen beleuchten die Ansätze, Rahmenbedingungen und Methoden, mit denen die TLM-Medienwerkstatt an den Start gegangen ist, fassen die Erfahrungen aus fünf Jahren mobiler Medienarbeit zusammen und zeigen, welche medienpädagogischen Modelle und Konzepte für die unterschiedlichen Aufgaben und Arbeitsbereiche entwickelt wurden. Auch die Kooperationspartner der Medienwerkstatt kommen zu Wort: In einer umfangreichen Evaluation wurden sie zu ihren Eindrücken und Erfahrungen befragt. Ihre Projektberichte bieten zudem wertvolle Hinweise für eine erfolgreiche Integration medienpädagogischer Projektarbeit in den Alltag von Bildungsinstitutionen." (Buchrücken)
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