Digitalization, which leaves no area untouched, is noticebly debated, arouses questions and, consequently, is found in many writings, one of which we are presenting to you this winter. This is the work of Philip Specht , „Die 50 wichtigsten Themen der Digitalisierung“ ( the 50 most important topics of digitalization ).Artificial intelligence, blockchain, bitcoin, virtual reality and much more clearly explained.
The work invites us to look into the future: what are the singularities of the technologies, will we be human-machine beings? To support these questions, the digitization theme is broken down into sections to explain the successive stages of application by the general public.
Of course a lion’s share is attributed to the analysis of the use of “the internet” by both companies and private individuals: trends, business opportunities, accessible search engines … etc …The flaws,, hidden sides, problem areas of the web, everything is combed through.
The most important digital technological trends are listed and the influences observed on certain lifestyles are the subject of discussion from various angles such as ethics and even one dares to make prognoses for the future.
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What is the image of journalism in Africa and what do young people aspire to when they start training?
Did the journalist fail in his mission? No one trusts him. people do not talk to the press. violations of fundamental rights come only through international disclosure into light…What is the responsibility of trainers in communication sciences and especially in journalistic chapter?
We have fully described the beginnings of the media in Africa in previous articles.-colonial legacy, -weight of dictatorships,-dismemberment of civil societies, UNESCO aid, or any kind of interventions by UN organizations… etc …Has there been any progress? We fear not: -endemic lack of trainers, -lack of adequate legislation,-disinterestedness of civil society,-rise of “digital rumor a.k.a. fake news-“which can cause information pollution to the detriment of the press, -obsolete infrastructure of universities…To conclude there, nothing favors mainstream media evolution in Africa.
And yet resistance is organized.:-how, by whom, with what means, we devote this chapter to this crucial area for the progress of countries.
Among folks that have always been weakened by their representation in the media of the world, these are those who have African origins, in Africa and elsewhere. Reactions to this state of affairs were the attempt to develop teaching in communications sciences also for Afro-descendants.
In this winter edition, we made a deliberate choice to look into the journalistic training presentation of two universities, one in Africa and the other in the United States of America, both proposed to candidates of Afro-African origins, not to establish a comparison but rather to identify what could be innovative for communication sciences.
For the historically black University of Oakwood in the southeast of the United States, training in information gathering and information work does not seem to be a priority at first sight. It is communication and art that stand out in the order of concern. We will venture to sense the reasons.
But as an institution stemming from religious persuasion-the university is of evangelical obedience-it is the spiritual awakening which should guide the education in journalism and public relations, adequate for industry and the labor market in general, with options for other fields touching on communication and art-(law, librarian sciences, schoolteaching)-that´s just as much offered in methods of transmitting the knowledge that wish to be synegetic. Here we want to substantiate the peculiarities.
Eastern Cape, located in South Africa, houses a journalism teaching institution, almost mainly devoted to the black communities. It´s the University of Fort Hare. Following an essentially European or British teaching model, from under- to the post-graduate level, journalism training for black South Africans is academically structured with no apparent difference to the mainstream UNESCO curriculum. We do, however, want to take a close look at where the difference lies and what the true cost of it would be.
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