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This book takes a holistic approach by capturing the various perspectives and viewpoints concerning the theory and practice of Human Rights Journalism. Firstly, this book helps fill the epistemological vacuum present in Human Rights Journalism by proposing ‘pragmatic objectivity’ within the critical constructivist epistemology. Secondly, it defines the Human Rights Journalism-Responsibility to Protect nexus by identifying five key elements. Thirdly, it proposes a Human Rights Journalism-Responsibility to Protect conceptual model, which illustrates how an embedded human rights focussed media strategy can be designed. Fourthly, this book proposes two novel quantitative analysis tools called the ‘Framing Matrix’ and the ‘Multimodal Discourse Analysis Matrix’ that are equipped to deal with a big sample size over a long period of time. These tools are used to examine the practice of Human Rights Journalism and the typology of news stories of distant sufferings. Finally, it provides a scientific explanation for those in search of the answer to why one of the worst humanitarian crises in the world, which took place in Sri Lanka in 2009, did not create any global compassion or garner attention.
Three decades into the ‘digital age’, the promises of emancipation of the digital ‘revolution’ in education are still unfulfilled. Furthermore, digitalization seems to generate new and unexpected challenges – for example, the unwarranted influence of digital monopolies, the radicalization of political communication, and the facilitation of mass surveillance, to name a few. This volume is a study of the downsides of digitalization and the re-organization of the social world that seems to be associated with it. In a critical perspective, technological development is not a natural but a social process: not autonomous from but very much dependent upon the interplay of forces and institutions in society. While influential forces seek to establish the idea that the practices of formal education should conform to technological change, here we support the view that education can challenge the capitalist appropriation of digital technology and, therefore, the nature and direction of change associated with it. This volume offers its readers intellectual prerequisites for critical engagement. It addresses themes such as Facebook’s response to its democratic discontents, the pedagogical implications of algorithmic knowledge and quantified self, as well as the impact of digitalization on academic profession. Finally, the book offers some elements to develop a vision of the role of education: what should be done in education to address the concerns that new communication technologies seem to pose more risks than opportunities for freedom and democracy.
A study of nation-building processes in the young state of Papua New Guinea, and of opposition to these in one of the country's peripheral provinces, Manus. Intense resistance to Lucifer (the state) is offered there by Wind Nation, the old Paliau Movement made famous by Mead and Schwartz.