"UNICEF East Asia and Pacific Region (EAPR) projects on young people's participation in the media to date have focused on teaching young people new media skills, educating them about child rights issues, encouraging them to have an opinion on issues facing them and their communities and creating a p
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latform for them to "speak out" and have their voices heard through radio, print and television media. The most visible and successful programs would appear to be the ones that incorporate the ideals of "genuine and effective" participation. That is, they create an environment whereby young people are involved in every step of the process from planning to production to evaluation. The main challenges ahead facing "genuine and effective" participation in the media are: getting adults to "let go", creating an environment at school, home and in the community where young people's participation in the media is encouraged and taken seriously and generating enough funds for a sustainable and successful projects. To overcome these challenges more promotion and education on young people's participation in the media and elsewhere is needed to create a more enabling environment." (Executive summary, pages 4-5)
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"Because of the different levels of ICT integration in the six countries, alongside many similarities in their experiences of ICT integration, there is a variety of approaches that should be explored and examined. An analysis of experiences and best practices and associated problems has generated le
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ssons learned in the following eight components of ICT integration in education: (i) broader environmental context, (ii) policy and regulatory environment, (iii) management and financing, (iv) ICT in schools – policy, vision and strategy, (v) technology infrastructure and connectivity, (vi) curriculum, pedagogy and content development, (vii) professional development, and (viii) monitoring and evaluation. These components provide the key foundation and framework in setting up ICT for education programmes. A synthesis of lessons learned from selected countries in the region provides the basis for the development of tools and blueprints to guide policy formulation and programme improvements. It also serves as an advocacy instrument to gain the support of policy-makers and other stakeholders for the appropriate use of resources to support the integration of ICT in education." (Executive summary, page 10)
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"This book aims to record political activism on the Internet and "take stock of some of the successes and failures of cyberactivists as they try to beat the various censorship regimes in Asia." The sections of this 664-page book comprise of 'Political Frameworks & New Technology', 'Regulations and C
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ontrol', 'One Party States', 'Alternative Media', 'Civil Society', 'Diaspora Communities', and 'Political Parties'. The book's 18 chapters provide an overview of current trends in democracy related new media research to country-specific case studies. "The common thread running through the book is the organizing of civil society groups at the grassroots level, and how they are influencing certain segments of their respective countries, and even challenging state control and the monopoly of mainstream media." Asian Cyberactivism strives to examine political organising online in Asia even as the technology and the rules change. Activists provide their perspectives on how new media relates to democracy, and showcase examples that could be emulated to further the cause of democracy." (Communication Initiative)
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"In many ways, this book is a simple and straightforward product of social science research. A conceptual expectation was created through the integration and extension of existing theory and research findings. The responsiveness argument presented in chapter 2 lead to the expectation that aid bureau
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cracies will try to roughly match the levels of aid they offer with their perception of the domestic political importance of the recipient. It was argued that the news media provide a simple, clear and easily accessible indicator of that importance and, as a result, it was expected that aid bureaucracies will respond to the content of the news media by matching development aid allocations with levels of coverage. From that conceptual foundation, a comparative battery of tests were conducted to evaluate the empirical implications of that expectation, and to address at least a few of the obvious potential objections or critiques. In analysis after analysis, the predicted relationship was found: aid levels and media coverage are clearly correlated." (Page 137)
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"This collection of essays covers the media and public debate dimension of the events of 9/11 and beyond, from the point of view of Middle Eastern and Asian countries. The first part of the book deals with the use of the media as an instrument of warfare, the growing significance of religion, the em
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ergence of transnational media and a transnational public sphere and the relationship between the West and the rest of the world. The second part of the book contains nine case studies relating to different parts of the Middle East and Asian world, all with a strong empirical focus, while at the same time elaborating the book's theoretical concerns." (Publisher description)
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"The book discusses how trauma presented in the media spills over national boundaries and can be found in images across divergent cultures in Africa, Asia, Australia, Europe and America." (Publisher description)
"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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"Vietnam and Peru are two examples of countries that, in the past decade, surpassed WHO targets. This paper synthesizes the lessons learned from those two programs, with a particular emphasis on the role of strategic health communication in each program. The conclusions in this paper are drawn from
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two in-depth reports — 'The Role of Health Communication in Vietnam’s Fight Against Tuberculosis' and 'The Role of Health Communication in Peru’s Fight Against Tuberculosis' — as well as a focused literature review." (Page 1)
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"The importance of communication in the information age cannot be overstated. Nor can the fact that in this enterprise, journalists and media owners play a pivotal role. For this reason, a directory which takes stock of the status of print and broadcast media in each Asian country and lists all the
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major media outlets operating in this region is a welcome source.The second publication of the Media Directory by the Asia Media Programme of the Konrad-Adenauer-Stiftung is expanded to include not only the ASEAN countries as in the first edition, but also China, India, Korea and Taiwan." (Publisher description)
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