"Country chapters identify and describe major and selected specialized newspapers and mass circulating magazines. Tables provide basic information for the dailies. Each chapter also carries a discussion of press laws, censorship, state-press relations, and attitudes toward foreign media. Detailed su
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bject, title, and personal name index." (Latin America and the Caribbean: A Critical Guide to Research Sources. Ed. Paula H. Covington. New York et al.: Greenwood Press, 1992, nr. 5522)
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"This is a survey of the state of the press in 180 countries, organized in four sections: Section I, "The International Press"; Section II, "The World's Developed Press Systems"; Section III, "Smaller and Developing Press Systems, " and Section IV, " Minimal and Underdeveloped Press Systems." Covera
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ge is alphabetical by country within the sections. Discussions and data for the various countries in the first three sections are under the following headings: "Basic Data: Background and General Characteristics"; "Economic Framework"; "Press Law"; "Censorship"; "State Press Relations"; "Attitude Toward Foreign Media"; "News Agencies"; "Electronic News Media"; "Education and Training"; and in conclusion "Summary," with a discussion of trends and prospects; followed by "Chronology." Preceding each country is a table of basic data, and following it a bibliography. Section IV, "Minimal and Underdeveloped Press Systems," treats each country briefly in tabular form. Appendixes list 50 of the best known daily newspapers, the news agencies of the world, selected periodicals dealing with the press, media multinationals, press-related associations, unions and organizations, advertising expenditures, radio transmitters and receivers, and television transmitters and sets." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 239)
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"Contains the working papers, contributions submitted by participants, and the final report of the Regional Meeting of Experts on National Book Strategies in Africa, which was held in Dakar in February 1982. It opens with a working paper submitted by the UNESCO Secretariat on National Book Strategie
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s in Africa, followed by general overviews of the state of the book and publishing in Africa, and studies on book development and book policies in Benin, Congo (Brazzaville), Ghana, Kenya, Nigeria, Sierra Leone, and Tanzania. Now inevitably very dated, but still useful for historical background on the development of the book industries in several African countries." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 322)
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"Mass media in Tanzania are scarce and, as the title implies, their main role is informational and instructional, designed to clarify and develop national direction and consciousness rather than to be a source of entertainment. To this end the author surveys the main communication channels - what th
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ey are, their availability, what they carry, and perhaps most important, how well they fulfill their function to promote the country's ideology and development policies. There are two bibliographies - "Publications on Socialism and Self-Reliance and the Implied Role of Communication," and "On Communication Theory and Practice." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 315)
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"It would be a mistake to imagine that reporting from southern Africa is a special case. One of the points that must be made is that newsagency correspondents are expected to and expect to be able to report in many different types of social, political and economic situations. This was certainly a po
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int expressed to the author by the agency correspondents working in southern Africa. While clearly this is essential if the newsmen are to carry out their jobs, it is also fraught with problems. It means that the world is reduced to a unidimensionality which it does not have. Different situations demand different treatments. However, realization of this must also be accompanied by an awareness of the particular types of official control practised by the southern African regimes. This control impinges directly upon the newsmen stationed in southern Africa, in a manner that affects the types of output they are able to produce. As outsiders looking in upon the world of journalism, we are perfectly entitled to criticize the ways in which the agency newsmen operate in situations we find personally abhorrent. As outsiders looking in, however, we must not lose sight of the very severe constraints placed upon these newsmen by regimes determined to control the flow of news and information both to and from their countries." (Conclusion, page 144)
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"Description of broadcasting systems in 18 countries: South Africa, Poland, Russia, Japan, South Korea, Israel, Canada, the United States, Brazil, Guyana, India, Federal Republic of Germany, Britain, Ireland, Italy, the Netherlands, Sweden and Australia. Each chapter has been written by an individua
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l involved in broadcasting in that particular country or has been contributed by the official broadcast system of the country. Information varies for each, but concise and fairly extensive. An appendix suggests additional reading." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 712)
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"Prefaced by a brief study on the situation in Kenya, thereafter provides an overview of the book industries in Africa generally, and then focuses on the situation in Tanzania, including a detailed history of Tanzanian publishing and the major players up to the period ending 1979." (Hans M. Zell, Pu
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blishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1138)
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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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"This directory on Christian media institutions in Africa includes: church communication centres, news and information services, publishing houses, printing presses, periodicals, research and training institutes. Listings are by country and the volume also includes an index of names." (commbox)
"Provides an insight into the early work of Lovedale Press in South Africa from 1823 onwards, when Lovedale was the focal point of the literate Christian culture that emerged among the Xhosa in the Eastern Cape region, and which up until the turn of the century concentrated on evangelical and educat
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ional texts. Describes the change in the press and its publication policies after R.H.W. Shepherd took charge of its operations in 1929, until his departure in 1950. Contains five case studies of editorial interference culled from the detailed records of the Lovedale Press. Peires contends that while the Lovedale Press undoubtedly published manuscripts in Xhosa which would otherwise never have been published, “the effective monopoly of the Lovedale Press [...] stifled the development of a meaningful vernacular historiography." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2132)
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"Case studies and seminar reports are provided that "were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part 1, containing an introductory paper and nine case studies, 'focuses on indigenous institutions and processes in
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health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java' (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflitting strategies for social change in the Third World. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, arid Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided." (ERIC document resumé)
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"In assembling this bibliographic guide of 712 items the authors' primary aim was to find material which had received little or no attention from researchers writing about the black experience in South Africa and Lesotho. Selection was made in terms of black rather than white readership, and include
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s newspapers, newsletters and magazines issued serially with a frequency anywhere from daily to annual. Publications are arranged according to subject matter, with each entry containing full title, place of publication, dates, frequency, language, contents, and holdings. In addition to English and Afrikaans nine major African languages are represented, as well as four major Indian languages, and French, Dutch, Portuguese and Arabic. Added features are a section of bibliographies and a history. Index." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 1703)
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"As political freedom came to the Continent, so did press freedom disappear," is Barton's opening sentence. Although his attitude is definitely colonial, this statement is not as prejudiced as it first appears, for he attempts to put it in a historical perspective by making the case that this trend
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in Africa has happened in many non-African countries which today claim some sort of press freedom. Against this background he surveys in breadth rather than depth first the white colonial press and then the emergent black press in French-speaking Africa, East and Central Africa, Portuguese Africa, "the White South," Swaziland, and "unconquered Africa" - Liberia and Ethiopia. He omits Arab Africa because he feels the cultural differences to be too great." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 27)
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