Model curricula for journalism education for developing countries ...

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52 notes (50 – 100 words each) on 10 questions (there will be scope for choosing these 10 out of 20 questions or thereabouts) based on the class lecture notes, taken during lectures presented between Weeks 1-8. Each answer carries 3 marks. Week 9 Class 1: The welfare state model in Western Europe: Keynes and welfare economics Class 2: Country-specific welfare issues (for example: state intervention and fiveyear plans in India) Week 10 Class 1: Globalisation, Privatisation, Liberalisation – the decade of the 1990s. Class 2: Globalisation, Privatisation, Liberalisation – the decade of the 1990s. Week 11 Class 1: An understanding of the Human Development Index (focusing on education, health and purchasing power parity in income) and its computation, along with a country-wise analysis. Class 2: Group presentation Week 12 Class 1: An overview of the geographical location of countries, including trouble spots and conflict zones across the globe. Class 2: Group presentation Week 13 Class 1: An overview of geographical concerns, like climate change and energy alternatives – country-specific Class 2: Development and Environmental Concerns Week 14 Class 1: Development and Environmental Concerns – Is there a conflict of interests between economic and environmental concerns Class 2: Group presentation Week 15 Class 1: Discussion and review class. Class 2: A one-hour open-book exam, where students are expected to write short notes (50 – 100 words each) on 10 questions based on lectures presented between Weeks 9-15. Each answer carries 3 marks.
53 Grading and assessment protocol: Students should hand in their anecdote each morning for recording. At least one piece a week from each student will be marked if the instructor has assistance; if not the instructor will mark a selection each week, to ensure that each student has seven or eight pieces marked during the term. Attendance and class participation: 10 % Two open-book exams: 30% + 30 %: total 60 % Group presentation: 30% Comments This syllabus is designed for the Bachelor’s degree level. In a syllabus for the Master’s degree level, the group presentations could be replaced with seminar classes for smaller groups (8 – 10 students each), looking at diverse topics and specializations related to the course. For a pre-university diploma course offered at a non-degree-granting institution, the group presentations could be replaced with tutorial classes, which would be useful to clarify concepts and instigate further discussions among the students. Contributed by Nalini Rajan, Dean of Studies, Asian College of Journalism, Chennai, India Foundations of Journalism: General Knowledge Level of the Course: First Year of Four-Year Undergraduate Degree In this course, students should gain a general idea of world history, and then go on to understand their country’s or region’s specific history. This is so that they may comprehend the processes that lead to dramatic events, like the partition of India, or the devastating civil war in Rwanda, or again, the recent resurgence of socialism in Latin America. From there, proceeding to identity politics, it is important to cover theories and practices connected to gender, race, caste, religion, culture, and understand how the struggle for these identities contributes to nation-building. Course Description: This includes basic knowledge of national and international history and an introduction to contemporary social and other issues of importance to journalists: gender, race, ethnicity, religion, social class, conflict, with training in applying analytical and critical techniques to news coverage of these issues. Mode: Combination of lectures, group analysis of texts, and two open-book exams.
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Page 4 and 5: Foreword Over the last few years, t
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Page 18 and 19: 18 Second year First term Second te
Page 20 and 21: 20 COURSE DESCRIPTIONS Foundations
Page 22 and 23: 22 create pages for Web sites, uplo
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Page 28 and 29: 28 and public health issues, with t
Page 30 and 31: 30 APPENDIX 2 Journalism Competenci
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Page 36 and 37: 36 APPENDIX TO TARTU DECLARATION: C
Page 38 and 39: 38 9. The competence to cooperate i
Page 40 and 41: 40 Good Reasoning Matters: A Constr
Page 42 and 43: 42 4. Chapter 1 and 2 of Mad Cows a
Page 44 and 45: 44 Required and recommended texts F
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Page 48 and 49: 48 from a science or social science
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Page 56 and 57: 56 India, Oxford University Press,
Page 58 and 59: 58 Readings for Week 2: Excerpts fr
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Page 66 and 67: 66 off a police report during class
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Page 70 and 71: 70 Assignment: Students write a cri
Page 72 and 73: 72 Friedlander et al’s (2003) Cha
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Page 76 and 77: 76 Interviews; Part 4, Interviewing
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Page 82 and 83: 82 Week 6 Development journalism. R
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Page 88 and 89: 88 2 Lecture: What makes ‘good’
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Page 92 and 93: 92 Number of weeks of course: 30 we
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Page 96 and 97: 96 Week 15 Class Activity: Discussi
Page 98 and 99: 98 Week 28 Lecture: Internet, civil
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102 Court. Assignment: coverage of
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104 statistic of the evolution of o
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106 Week 21 Seminar and workshop: O
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108 Grading and assessment protocol
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110 Communicating Uncertainty: Medi
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112 their perception of family plan
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114 filariass. (Guest instructor) A
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116 comprehensive and annotated web
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118 • Zbar, Paul B. & Orne, Peter
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120 situation. Seminar: practitione
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122 documentary keeping in view the
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124 Pedagogical approach or method
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126 Week 9 Seminar: Blogs and parti
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128 html), includes a reports on va
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130 Seminar: Should freedom of expr
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132 screenings and inviting guest s
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134 • Weaver, D. H., ed. The Glob
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136 http://www.rtnda.org/resources/
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138 Europe. Baltimore and London: T
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140 Week 9 Lecture: Functions of me
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142 Contributors
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144 Journalism, Austin, Texas 78712
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146 • Prof. Rosental Calmon Alves
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148 UNESCO Mr. Ramon Tuazon Ex-Cons
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