"Aims and roles of the official information services in the Belgian Congo (1952) — Kenya and the two Rhodesias — In order for all the available media to be used and adapted as far as possible to the wishes of the public, it is certain that African want to have access to other sources of informat
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ion than the official ones." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 687, topic code 072.1)
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"Entwicklung des Radios in Nordrhodesien von 1940 bis 1952 - Probleme bei der Anpassung der Programme an die Hörer - Individuelles und kollektives Zuhören - Technische und finanzielle Probleme - Programmstrukturen - Seit 1949 gibt es ständige Hörerumfragen." (Jean-Marie Van Bol, Abdelfattah Fakh
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fakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 2526, topic code 261)
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"Effects of the propaganda and educative material on the Africans — Commentary on a report of an experiment in Northern Rhodesia — How did the experiment take place? — Some observations — Reactions which have been recorded. Reprinted from "Coronna" by the permission of the editor." (Jean-Mar
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ie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 1262, topic code 310.1, 353)
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"Situation des moyens d'information dans les pays suivants: Basutoland — Côte française des Somalis — Kenya — Tanganyika — Ouganda — Nyassaland — Rhodésie du Nord, du Sud — Somalie britannique — Union Sud Africaine — Colombie — Guyane britannique — Guyane française — Suri
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nam — Canada — Costa Rica — Etats-Unis — Guadeloupe — Guatemala = Honduras britannique — Jamaïque — Nicaragua — Panama — Salvador — Martinique — Aden — Afghanistan — Arabie Séoudite — Ceylan — Chypre — Irak — Israël — Royaume de Jordanie Hachemite — Perse — Syrie — Thaïlande — Australie et autres pays d'Europe: Irlande — Lichtenstein — Monaco — Royaume-Uni — Irlande du Nord." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 1782, topic code 10, 20, 30)
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"Situation of the information media in the following countries: Basutoland [= Lesotho] — French Somaliland [Djibouti] — Kenya — Tanganyika — Uganda — Nyasaland [= Malawi] — Northern Rhodesia [= Zambia] — Southern Rhodesia [= Zimbabwe] — British Somaliland — Union of South Africa â€
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” Colombia — British Guiana — French Guiana — Surinam — Canada — Costa Rica — United States — Guadeloupe — Guatemala — British Honduras [= Belize] — Jamaica — Nicaragua — Panama — Salvador — Martinique — Aden [= Yemen] — Afghanistan — Saudi Arabia — Ceylon — Cyprus — Iraq — Israel — Hashemite Kingdom of Jordan — Persia — Syria — Thailand — Australia and some countries in Europe — Ireland — Lichtenstein — Monaco — United Kingdom — Northern Ireland." (Jean-Marie Van Bol, Abdelfattah Fakhfakh: The use of mass media in the developing countries. Brussels: CIDESA, 1971 Nr. 1783, topic code 10, 20, 30)
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"Malawian journalists are ambivalent in their roles. They perceive themselves as faithful reporters and objective analysts of current affairs, who not only help their audiences make informed decisions, but also give voice to the people (see Table 1). They also perceive themselves as monitors and scr
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utinizers of political leadership and business. This approach would classify Malawians journalists as operating within the Occidental/Western journalism framework. However, the same journalists also see themselves as advocates for social change, supporters of national development, motivators of popular political participation, and educators of their audiences. More than half of the respondents stuck to their traditional roles of providing advice, orientation and direction for daily life as well as providing entertainment and relaxation. While the Malawian journalists portray themselves as professionals with the mission to contribute positively to national governance and promote social change, they avoid being adversaries of their government or promoters of political leadership." (Journalistic roles, page 2)
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