"In this volume, experts discuss the content, audiences, and cultural and legal aspects of their respective countries, all of which are major TV markets. The country-specific chapters draw on the individual insights, expertise, and currency of 10 resident authors. Contributions represent every hemis
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phere of the globe, offering detailed examinations of media entertainment in United Kingdom, Germany, Egypt, Nigeria, South Africa, India, Japan, China, Brazil, and Mexico. The two concluding chapters provide cross-national case studies that look at familiar TV experiences - The Olympics and the "Who Wants to Be a Millionaire" show - in global and novel ways." (Publisher description)
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"¿Es la (in)seguridad ciudadana un invento mediático o una realidad? La respuesta está en este estudio del contenido de los diarios latinoamericanos sobre el tema de seguridad ciudadana desde una perspectiva cotidiana del delito. ¿Qué hace la noticia del delito? ¿Cuáles son los temas? ¿Cómo
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es el tratamiento? ¿Quiénes actúan la inseguridad? Una investigación realizada en 14 periódicos: Chile: El Mercurio; Argentina: El Clarín y La Nación; Brasil: La Folha de Sao Paulo; Colombia: El Tiempo y El Colombiano; Venezuela: El Nacional; México: El Universal; Perú: EL Comercio; Costa Rica: La Nación y La Prensa Libre; El Salvador: El diario de Hoy, El mundo y La prensa gráfica. 795 piezas periodísticas. Período analizado: Nov. 20 a Dic. 6, 2004." (Página 1)
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"Due to the presence of over 12 million people from almost 60 different ethnic groups, Mexico is a multicultural/ethnic country. Indigenous radio has developed under the auspices of a governmental organization charged with policy-making directed toward these populations. Thus a hybrid model for radi
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o has emerged combining public, state, and local community media characteristics. Based upon qualitative research conducted in the geographical area covered by the oldest of these stations, this article focuses on the sociocultural repercussions of indigenous radio and shows how, although linked to the governmental apparatus, it has subtly contributed to the transformation of the dominant symbolic order and has strengthened the sociocultural cohesion among the three ethnic groups who inhabit the region. The research reveals the relevance of the intercommunication which radio facilitates and shows how beyond direct exposure to the medium, radio produces a trans-territorial and trans-generational impact in the social imagination of indigenous populations." (Abstract)
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"The summary of findings for this study is drawn from extensive research conducted in the form of questionnaires and focus groups. The aim of the study was to assess the level at which community radio stations in Africa are involved in programming of content on sustainable development themes/ topics
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. Investigations conducted through the study indicate that in general, community radio stations are still struggling with producing content on sustainable development. One of the reasons is the lack of understanding and distinction of what sustainable content is especially in the specific context of the different communities. Findings however also indicate that despite challenges faced by the sector, community radio stations are making some efforts to produce programmes on sustainable content although they are also faced with challenges on identifying and working with relevant stakeholders for content development. This report makes specific recommendation on how community radio stations can improve on sustainable programming." (Executive summary of findings, page 5-6)
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"El tema principal de este libro es la combinación de Internet y la radio, que ofrece un rango potencial y nuevo de posibilidades para los proyectos de comunicación para el desarrollo. Sus 17 capítulos examinan algunos proyectos que incorporan radio e Internet y los agrupan en tres amplias catego
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rías que ocasionalmente se superponen: proyectos que crean o apoyan a redes de radiodifusoras; proyectos en los cuales la emisora de radio sirve como portal o como un intermediario comunitario, proporcionando un acceso mediado pero significativo y eficaz, al potencial de conocimientos e información que se encuentran en Internet; proyectos que utilizan la combinación de radio e Internet para facilitar la comunicación con las comunidades emigrantes, proporcionando un acceso mediado pero eficaz al potencial de comunicación de Internet." (https://comunica.org/secreto)
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"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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