"This work is not just another monograph on copyright and neighbouring rights. It represents a fundamental contribution to study of this discipline made, in response to UNESCO’s request, by the eminent specialist on the subject, Professor Delia Lipszyc [...] UNESCO’s programme for the promotion
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of teaching of copyright and neighbouring rights has sought to devise appropriate draft syllabuses, while encouraging the establishment of professorships for the study of this discipline in universities. In collaboration with eminent experts in each region, the proposed syllabuses have already been brought into line with the legal contexts of Latin America, French-speaking Africa, the Arab States, the Asian and Pacific region, English-speaking Africa and the Commonwealth of Independent States. The updated version of this work, the Spanish original of which was published in 1993, is an additional contribution to this endeavour. It responds to the deeply felt concern of universities to see the teaching programmes adopted by them supported by a work which covers the subject in its every aspect, its basis being statute law throughout the world and the experience of its application. Professor Lipszyc’s work represents a remarkable contribution in this respect. It gives the teaching of copyright and neighbouring rights a greater operational dimension in a universal context. Set out as a university manual, it presents, with its clear and searching approach, the many and varied aspects of this important legal discipline as reflected in the different laws throughout the world, the relevant international conventions and current international thinking on the subject, in the light of technological progress in the methods of creation, production and dissemination of works of the mind. It offers appropriate clarification of legal concepts hitherto the province of specialists, and makes them more readily understood. This work is, in short, a precious resource with which students and specialists in copyright and neighbouring rights can be provided, and an invaluable tool in aiding the various parties involved in cultural activity to organize their professional relationships on a sound and equitable basis." (Preface)
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"[This book] puts basic skills of cultural analysis into the hands of ordinary persons, particularly those who gather with others guided by a religious tradition to worship God. These skills include: a rehtinking of the word culture itself; finding the usually anonymous names and faces behind any el
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ectronic communication; understanding how culture is produced; skill in decoding the iconic images we see and the metaphoric images by which we see; the ability to evaluate what we see and hear; new forms of personal and communal agency." (Back cover)
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"This is far more than an analysis of the way the U.S. covers the Islamic world. A penetrating study by a scholar and a humanist it goes much deeper than an examination of what he considers a biased treatment of Islamic news by the American press. Using illustrations from the media, he makes the poi
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nt that we do not - perhaps are not properly trying to - understand "the new horizons being opened up everywhere in the nonwhite, non-European world" which have roots in history and involve deep cultural differences. The first third of the book deals with "Islam as News," the middle section with "The Iran Story," and the final section with "Knowledge and Power." He contends, "Knowledge and coverage of the Islamic world are defined in the United States by geopolitics and economic interests on - for the individual - an impossibly massive scale, aided and abetted by a structure of knowledge production that is almost as vast and unmanageable." But until we somehow overcome these difficulties and acquire a knowledge in depth the American press cannot cover Islam properly." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 376)
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"[...] this issue of the Journal features a symposium of communication scholarship with Latin America as its focus. The symposium was suggested and skillfully brought to fruition by Elizabeth Fox, a Washington, D .C.-based communication policy researcher with broad contacts and experience in Latin A
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merica. As Dr. Fox notes in her introduction, this symposium shows how Latin American scholars are “concerned with basic issues of democratization and equality, while searching for new paths of scientific analysis, policy relevance, and social application.” Those values (democracy and equality) and those goals (policy relevance and social applications) are particularly pronounced in Latin American scholarship. But I would argue that they are also well worth some serious thought by all of us who work as communication researchers and who would like to see what we do make a positive difference in the world." (Editor's note)
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"In a short, perturbed, and self-righteous preface, Oduko writes, "After having continual battles with students for shoddy reporting of their research and professional projects year-in, year-out, I realised that the only way to enforce a permanent ceasefire was to put down in black-and-white a refer
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ence material." Unfortunately, distracting typographical errors also abound in black-and-white in the preface, contents, and listings. The first four chapters focus on research proposals and qualitative and quantitative research methods. Users are advised to skip to chapters 6-11, indexes to communication research studies at Nigerian universities: respectively, Bayero University, Kano (1981-1990); the University of Nigeria, Nsukka (1980-1990); the University of Maiduguri (1986-1990); the University of Jos (1980-1990); and the University of Ibadan (1980-1990). Chapter 5 is a subject index of research. Samples of research projects range from "Press Freedom Under Military Regimes in Nigeria from 1966-1988" to "Appraisal of News Reporters' Dressing." In spite of its obvious and distracting drawbacks, this is a very rich source of information on the press in Africa. See also Communication Studies in Africa: A Bibliography (Nairobi, Kenya: African Council for Communication Education, 1994), an unannotated bibliography covering major issues in journalism in Africa from l950 to 1990." (Jo A. Cates: Journalism - a guide to the reference literature. Englewood, Col.: Libraries Unlimited, 2nd ed. 1997 nr. 86)
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"This bibliography contains 501 annotated citations to journal articles, books, conference papers, and reports on the Nigerian press, arranged alphabetically by author. Joseph P. McKerns, Ohio State University School of Journalism and editor of the Biographical Dictionary of American Journalism (ent
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ry 324), gives it high praise in his foreword: "Professor Ogbondah has given to the field of Nigerian media studies what the benchmark works of Warren Price and Calder Pickett, The Literature of Journalism and An Annotated Journalism Bibliography, 1958-1968, gave to the field of American media studies." That may be, but the misspelling in the introduction and introduction notes of the name of a major journalism bibliographer (Wolseley) is disturbing. Users are advised to consult the author/title/subject index for easiest access. See also "Guide to Students' Research: A Bibliography of Mass Communication", which chronicles research studies, many focusing on critical issues in journalism, at five Nigerian universities." (Jo A. Cates: Journalism - a guide to the reference literature. Englewood, Col.: Libraries Unlimited, 2nd ed. 1997 nr. 87)
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"No mere calendar, this encyclopedic chronology of freedom of the press covers all time periods from prehistory to the present. Although the arrangement is chronological, with chapters such as "Printing in a World of Irreverence, 1500 Through 1599," a detailed subject and name index makes it fully a
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ccessible. Brief entries describe pivotal events and court decisions in North America, South America, Europe, Asia, Africa, and Australia. A selected bibliography presents about 200 important books on press freedom. Aimed at teachers and students, this volume is a valuable ready reference source and highlights other areas ripe for research. See also McCoy's Freedom of the Press: An Annotated Bibliography (1968; supplement 1993) and Freedom of the Press: A Bibliocyclopedia (1979). Ingelhart also authored Freedom for the College Student Press (Greenwood, 1985) and Press Law and Press Freedom for High School Publications (Greenwood, 1986)." (Jo A. Cates: Journalism - a guide to the reference literature. Englewood, Col.: Libraries Unlimited, 2nd ed. 1997 nr. 136)
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"Ethnocommunication because of its holistic approach does not stick to one communication medium only but tries to see the interrelation between the different communication media, traditional as well as modern. Many development communication project
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s are designed for one medium only, like e.g. Radio or Television and the same holds for respective research projects. They do not sufficiently consider the need for a multimedia as well as a culturally bound approach. It is part of human nature not only to see but also to use other senses, i . e. to hear, to see, to smell and at the same time taste. Any isolation of one medium or one sense will immediately limit not only the success of such a medium but also promote a onesided development, finally not serving total human development. The multimedia approach or rather the interlink between the different means of communication – traditional and modern – in a culture also must be extended beyond the means themselves. The communications means are embedded in the culture, her social and value structure and therefore have to be seen in their use and effect within the framework of a given culture and society. Fernando Poyatos in his very revealing book on new perspectives on non-verbal communication has underlined the need not only for linguistic fluency but also a cultural fluency in intercultural communication. It is this cultural fluency as well which is part of the Ethnocommunications approach. The service of Ethnocommunication for development lies especially in this taking seriously the cultural data and situations, to relate them with the communication means and structures of the given culture and analyze and design communication processes which will be embedded and thus becoming a genuine part of the society and culture they are to serve. Development in this sense is not in the first instance concerned with technical developments but rather is first and foremost a step towards conscientization and liberation of the people in the sense of Paulo Freire and his followers. Thus Ethnocommunication should be a contribution to the liberation and redemption of man." (Page 17)
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"Hooper, an officer in the British Royal Marines, bases his study largely on first-hand research consisting of personal observation of the news process in the press, radio and television, interviews with various personalities in the military and the media, and visits to a number of military establis
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hments to see what they teach about the media. From this he has culled case studies of the news process as practiced in print and broadcast news; a review of the current depth of knowledge which journalists and military personnel possesses of the other; an analysis of the portrayal of the military on television; and a study of the reporting of conflict which includes an examination of some examples from the Vietnam war, Northern Ireland and the Falkland crisis." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 196)
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"In spite of disappointing experiments there is a growing range of examples of systems which exploit educational technologies, including many in the developing world. Some may have been introduced for reasons of fashionable interest — some have certainly been introduced as acts of faith, as commun
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ication is a field which attracts very devoted adherents. But experience on the ground has revealed a large number of media possibilities, embracing a variety of educational needs and objectives.
Much of the text is devoted to four short case studies, covering the use of radio for extended learning in the Dominican Republic; qualitative improvement of mathematics teaching in Nicaragua; community action involving radio in Tanzania; and the experimental use of satellite broadcasting in India. Explicit in the booklet's title is the use of communication media for low-income countries, with a critical eye to cost considerations. But it is interesting, and not at all surprising, to see that the focus of the studies, in all cases but that of India, is upon radio rather than television, as a lower-cost broadcasting alternative. More than anything, this reflects a situation in which technological choice is made more directly than hitherto in relation to overall educational planning and financing, paying special attention to criteria of cost-effectiveness, even though these are more flexibly interpreted than in the past. The focus of the booklet is therefore upon the potential of educational technologies as correlated with specific educational policy objectives: in extending educational opportunity; improving the quality of teaching and learning; developing rural areas; and — still a fluid sphere — the increase of participation. What is emphasized, above all, is the need for careful planning and analysis in association with educational specialists from many fields, to envolve media systems and applications which are coherent and which do not exceed the financial possiblities of the country." (Preface, page 9)
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"A UNESCO report headed by Sean MacBride of Ireland in which representatives from Canada, Chile, Columbia, Egypt, France, India, Indonesia, Japan, the Netherlands, Nigeria, Tunisia, the U.S., the U.S.S.R., Yugoslavia and Zaire were mandated "to study the totality of Communication problems in modern
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society" in order to formulate "a more just and more efficient world information and communication order," keeping in mind particularly the differences among nations in culture and resources. The result of this hard, if not impossible, charge to reconcile divergent viewpoints represents a compromise which can wholly please none of the three worlds, but it does offer a wide-ranging investigation with varying viewpoints. Appendixes include a list of international organizations active in communications, and there are, in addition, a list of about 100 available background papers. Index. For a discussion of the report giving some of its strengths and weaknesses see 'Communication in the Eighties: A Reader on the "MacBride Report"', edited by Cees J. Hamelink. A 244-page paperback abridgement, 'Many Voices, One World', was published in 1984 by UNESCO." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 210)
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"Lists a further 501 titles, many published in Africa; for main volume see Schmidt (1975)." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1669)
"Unlike more recent books dealing with the press in the Middle East which focus upon the treatment of the Arab Israeli conflict, this one analyzes the news media as institutions, "to see what forms they have taken in the independent Arab states, ho
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w the self-governing Arab societies have chosen to control them, and how they relate to the political processes in the Arab world." The author, counselor for public affaire at the U.S. Embassy, Cairo and an expert on the region, looks in particular at the relationship between the mass media and the government with an eye to the extent of freedom that exists. Countries dealt with are the 18 nation states where Arabic is the official language of the people and the media. Much of the material is based on interviews and Arabic-languages sources. Notes and index." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 374)
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"Communications between the Church and UNESCO first developed from a Paris Coordinating Office which began in 1947 with Mgr. Roncalli, later Pope John XXIII. When, in 1952, a Permanent Observer of the Holy See with diplomatic statuswas appointed (t
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he first observer also being Mgr. Roncalli), the Coordinating Office was retained as an Information Centre with an ecclesiastical advisor in the service ofthe International Catholic Organisations. Communication between the Church and UNESCOtakes different routes. - There is the presence ofthe observer from the Holy See; there are delegations and experts; personal contacts and contacts through Embassies, as far as the Vatican is concemed. In addition to the official relations of International Catholic Organisations with consultative status there are also contacts with the Catholic Coordinating Office through their publications, through participation of Catholics in National UNESCO Commissions, membership in UNESCO Clubs, etc. There ist also a considerable range ofjoint interest between the Church and this World Organisation, especially where these interests and concerns differ and where, on account of the spiritual dimension of the Church, some tension may be experienced. It is regretted that there is a Iack of interest and appreciation for the work of UNESCO by Catholics, who, according to Vatican II, should be more committed to activities in the secular world." (Summary)
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"Three research projects studied in detail the mass media behaviors of poor children, adolescents, and adults. These studies focused on a complete range of media behaviors - media use, availability, content preferences, functions, and attitudes. They considered a comprehensive set of media including
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radio, television, newspapers, magazines, phonographs, and movies. Low income blacks were compared to low income whites and to low income respondents in general, and all three categories of respondents were compared to the general population. It was found that members of low income groups, particularly blacks, spend more time watching television and are more apt to believe what they see than is the general population. Therefore, the researchers envision the mass media, particularly television, as an important tool in providing low income families with access to the mainstream of society. The researchers also conducted an extensive search of studies and reports currently available in the social science literature which concern topics related to the communication behaviors of the poor. The results of some 80 such reports are summarized and discussed in relation to each other. Extensive abstracts of these reports then appear in an annotated bibliography." (https://eric.ed.gov)
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"Results of a study in which particular account is taken of certain major items of information which are both useful and indispensable to the study of the relationships between national development and the development of the communication media — The author has tried to
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see to what extent certain items of information, previously considered basic to studies of this subject, are shown to be inadequate for a serious study of the question — The various factors, the correlation between them and their interdependence should be studied more closely — The author gives details of the results of a study made in the United States; he attempts to compare the data for 5 different countries (United States — Japan — Finland — Mexico — Costa Rica)." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 939, topic code 04, 070)
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"The nations which enjoy the freedom to "assemble, receive and disseminate information without government intervention" should also recognise the fact that freedom of the press implies duties and responsibilities and should submit to certain restrictions — Article II (
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see article) — The countries which have opted for "certain restrictions" — Article II include 14 countries in Europe, icluding the U.S.S.R. and her satellites, 15 South American countries, 10 African countries, 6 Asian countries and 5 countries in the Middle East, China, India, Greece, Mexico, the Philippines and Turkey — Abstentions among the free nations — The attitude of the United States — Opposition between groups — The cause to be defended — Ridiculous errors." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 2344, topic code 110.31)
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"L'auteur, au début de cette étude, décrit le commerce du livre dans divers Etats. Il compare les statistiques de production du livre dans 60 pays. Il traite ensuite des sujets suivants : les barrières commerciales actuelles, les efforts entrepris par l'Unesco dans ce domaine, le droit d'auteur,
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les problèmes linguistiques, l'alphabétisation, les bibliothèques et les échanges de livres. Intéressants tableaux et annexes complètent cette étude." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 176, topic code 19)
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