"The extraordinary editor” provides media leaders with the skills to run their news organisations by learning about the mistakes and successes of other experienced editors. The presented examples are mainly derived from South African newspapers, but the issues tackled may apply to other media anyw
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here in the world as well. The seven chapters cover the essence of editing, the editor’s self-management, staff management, content and process management, business management, public relations, change management and media convergence. The book is quite a practical resource, full of checklists as well as brief statements from acknowledged practitioners. The clear language and the excellent caricatures and design add to the value of this publication." (CAMECO Update 1-2010)
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"This book includes 17 articles on the current state of communication for development from renowned communication practitioners and scholars. It covers five areas: an introduction to the relationship between development, participation and communication; the theoretical underpinnings of development c
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ommunication; the development communication strategies of international institutions like UNESCO, FAO and UNICEF; concrete experiences in HIV/AIDS communication and the concepts behind; and case studies on community media and media projects in conflict areas. The special value of this book is that the project examples are not just presented in a descriptive manner, but analyzed in detail according to the underlying communication concepts. In addition, various contributions trace the history of participatory communication approaches to development. This is a revised and updated version of a 2003 UNESCO publication called Approaches to Development: Studies on Communication for Development." (CAMECO Update 4-2008)
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"This book takes a unique and comprehensive look at how the international community, led by the US, responded to ten humanitarian crises of the last decade and how major media outlets played a role in influencing (or failing to influence) action. Crises examined include Liberia, East Timor, Somalia,
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Sudan, Rwanda, Sierra Leone, Burundi, Angola, Haiti, and the Congo. Soderlund and Briggs apply the same analytic method to each case to discover why the international community was unwilling, time and time again, to address this new brand of conflict that appeared at the time." (Publisher description)
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"This publication focuses on unique communication-centered approaches to social change and introduces basic concepts, strategies and theories supporting edutainment strategies to foster social change and social movement building. It provides examples of how the organizations have used edutainment st
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rategies, describing challenges, lessons learned and insights for the future, especially related to strategic planning and evaluation. It also provides references for where to find more information or who to seek for further advice on the design and implementation of these approaches." (Foreword)
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"In 2002, the Embassy of Sweden (EoS) and the School of Law (SoL) entered into an agreement which resulted into the School of Law Book Project (SoLBP). The objectives of the Project included; improving the teaching environment by ensuring that basic materials for each course were available, revampin
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g research among the staff, contributing to staff retention and recruitment, and, improving the management and administrative capacity of the SoL. The Project that commenced in December of 2002 was intended to run for a year but was extended twice ending in March of 2006 [...] It was concluded that the Project did achieve its goal of strengthening the teaching and learning environment in the SoL at the University of Zambia (UNZA). Having increased the levels of research activities among the lecturers chosen as authors of the books published under the Project, the resultant books were of great use to the lecturers, tutors and students in the SoL as they were; readily available, affordable to the students, up-to-date and most importantly made reference to Zambian Statutes and Case Law. This was the opposite of the imported books that were hard to come by, expensive and made no reference to Zambian Statutes and Case Law. The UNZA benefitted from the SoLBP in that it re-established itself as not only a training institution but also as a research institution capable of producing its own textbooks. The UNZA rose above other training institutions offering legal training as the other institutions incorporated the books into their curricular. These institutions include: the Zambia Institute of Advanced Legal Education (ZIALE), the National Institute of Public Administration (NIPA), the Zambia Open University (ZOU) and the Cavendish University of Zambia (CUZ). The books have also found reference relevance among practising lawyers and Judges of the High Court of Zambia. However, the evaluation found that the project funds had been mismanaged, allegedly by the project staff and there was a court case brought against them by the SoL. This was attributed to the weak monitoring systems by the SoL in the third year of project implementation as the first two years have proved to have had these systems in place as indicated by proper funds management." (Executive summary)
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"The objective of this study is to assess HIV and AIDS Radio campaign messages in southern Africa and the impact they have on their target audiences. The countries involved in the study are Botswana, Malawi, Namibia, Zambia and Zimbabwe. The intention is to document the assessment and share detailed
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tips on how to carry out an effective HIV/AIDS Radio campaign, and to advise respective media users on the most effective way of presenting HIV and AIDS information on radio. The study has been conducted in such a way that it can capture the impact of HIV and AIDS radio campaign messages on people living with HIV and AIDS - the most affected - as well as the general population. This particular report however, pertains only to Zambia and shows how the radio as a source of information is being utilised for the dissemination of HIV and AIDS messages." (Purpose of study, page 1)
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"Communication for Empowerment is an initiative which, in its global context, aims to enable average citizens including those from marginalised strata of society and those living in poverty to take informed decisions on their own lives, have access to channels that allow their voice to be heard and
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have access to public spaces of local dialogue and debate [...] Mozambique is one of five countries coming forward as interested in taking part in the pilot research process, testing the tool in three districts in Mozambique: Mandlakazi, Dondo and Monapo. In each of the districts, needs assessments focused on identifying the information and communication needs of vulnerable and marginalised communities. We report here on how their needs were or were not met with existing media approaches. From this we will be able to engage in dialogue with people from these three districts to determine how they plan to alter the media environment for the better." (Executive summary)
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"This Awareness and Communication Strategy fulfils the call for establishing sector specific (Water Sector) strategies and crafting, packaging and dissemination of messages and themes which should be based on but not limited to SADC’s priority intervention areas. It is basically expanding the SADC
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Communication Programme of Action presented in the SADC Communications and Promotional Strategy by outlining a communication agenda for the SADC Water Division and the Water Sector as a whole." (Executive summary)
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"This study claims to be one of the first attempts to explore the field of radio economics in rural Africa. Based on in-depth questionnaires filled in by 15 radio stations in Uganda, Tanzania, Malawi, Ghana and Mali, it found that the costs vary widely according to the type of ownership, i.e. public
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, commercial or community radio. The average start-up costs fluctuate between $50,000 and 100,000. The annual operating costs range between $20,000 to $540,000 for public broadcasters, $2,500 to $930,000 for commercial stations and $2,500 to $286,000 for community stations. The costs of programming are largely dependant on the level of interactivity of the programme format, the accessibility of additional resources to produce specialised programmes, and the type of station producing the programme. The study found that community stations tended to invest more resources in interactive programming with community involvement and less on in-studio formats. The sale of airtime is important revenue for most stations. There is no shortage of investment for starting up radio stations (in particular community radios), but the common challenge remains the sustainability beyond the initial investment." (CAMECO Update 1-2009)
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"This World Bank study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study’s objective was to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the
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secondary school systems of most African countries in order to: (i) reduce the number of textbooks and reference books required by secondary education curricula; (ii) reduce the unit costs of textbooks; (iii) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (iv) increase the financing allocated to textbook provision from either government or parents, and (v) ensure that curricula change does not make expensive materials redundant too early or too often. The authors of the study believe that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals; and that the market does not necessarily have to be large, but that the critical factor is predictability. If publishers are confident that funding will be available, from whatever source, year after year, then local publishing will emerge to serve that market. This, it is argued, is perhaps most clearly demonstrated in Botswana where a tiny but reliable and reasonably predictable secondary school sector has five competing approved textbooks in some secondary subjects." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2556)
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