Friday, January 6, 2017

THE ROLE OF NIGERIA PRINT MEDIA IN TALENT DISCOVERY AMONG YOUTHS IN JOS METROPOLIS

CHAPTER ONE
INTRODUCTION
.1              1.1     Background to the Study
Print media includes those media of communication which are controlled by space rather than time. It can be read at any available time and can be kept for record such as Books, Newspapers, Magazines and newsletters are Print medium of communications.
The main function of the press is to communicate news along with the editorial opinion. As a medium of information, we can even call the press as an important adjunct to the school as an educational institution. A fact, now more and more opinion is turning round to the point that mass media should be considered as a medium of education and mass communication. Ifeanyichukwu, (1990).
Newspaper is one of the most important and affective print medium of mass media. Its valuable services to the mass like information, education, entertainment, cultural transmission and keeping record facility, make it an inevitable medium for the contemporary world.
A newspaper provides information to the people about various events, issues and occurrences worldwide including information and content to help in talent discovery among youths such as music, dancing, acting, sports, entrepreneurship skill development or other skills, but often only in single direction or genre, unlike genius in their daily publication. It also interprets and explains matters which will be otherwise difficult for the youths to understand for readers.
Meanwhile, Beegle (1965) defines youth as all who fall between the ages of 15 and 24 years. Dreyfus (2002) uses the term students, youths and young people interchangeably and settled down to define them as those people between the ages of 16 and 25 who are actively involved in the world and are concerned with effecting change in their own lives and the world around them.
According to the International Labour Office Report on rural youths in Kenya (1968), the definition of youths is restricted to the graduates from primary schools, but additionally, young people in secondary schools, training centers, villages polytechnics, youth centers and agricultural institutions.
Also, talent (gift or aptitude) is the skill that someone naturally has to do something that is hard. It is an ability that someone is born with. People say they are "born with a talent". It is a high degree of ability or of aptitude. Someone who has talent is able to do something without trying as hard as someone who does not have a talent. Someone who has talent is called talented. Talented people as rule have many talents, for music, dancing, acting, sports, or other skills, but often only in single direction or genre, unlike genius.
Even if someone has talent they still have to work very hard if they want to be very good at something. Some people become quite good at something even if they do not have much talent, but if they are willing to work very hard at the skill. Some people do not use talents they have. People say they "waste their talent".

Therefore, this study intends to examine the roles of Nigeria print media as sources of educational and talent discovery information and its acceptability among youths in Job metropolis.   

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MEDIA LITERACY AS A PANACEA FOR EFFECTIVE EDUCATIONAL BROADCASTING

CHAPTER ONE
                                                INTRODUCTION
1.1 Background to the Study
For centuries, literacy has referred to the ability to read and write. Today, we get most of our information through an interwoven system of media technologies. The ability to read many types of media has become an essential skill in the 21stCentury. Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Media literacy skills are included in the educational standards of every state in language arts, social studies, health, science, and other subjects.  Many educators have discovered that media literacy is an effective and engaging way to apply critical thinking skills to a wide range of issues. Buckingham, (2007).
Media Literacy Project’s approach to media literacy education comes from a media justice framework. Media Justice speaks to the need to go beyond creating greater access to the same old media structure. Media Justice takes into account history, culture, privilege, and power. We need new relationships with media and a new vision for its control, access, and structure. Media Justice understands that this will require new policies, new systems that treat our airways and our communities as more than markets. Frau-Meigs, (2008).
Media literacy skills can help youth and adults to:
·         Develop critical thinking skills
·         Understand how media messages shape our culture and society
·         Identify target marketing strategies
·         Recognize what the media maker wants us to believe or do 
·         Name the techniques of persuasion used 
·         Recognize bias, spin, misinformation, and lies 
·         Discover the parts of the story that are not being told 
·         Evaluate media messages based on our own experiences, skills, beliefs, and values 
·         Create and distribute our own media messages
·         Advocate for media justice
The terms 'media literacy' and 'media education' are used synonymously in most English-speaking nations. Many scholars and educators consider media literacy to be an expanded conceptualization of literacy. In 1993, a gathering of the media literacy community in the United States developed a definition of media literacy as the ability to access, analyze, evaluate and create messages in a wide variety of forms. Jenkins, (2009).

Media literacy has a long history and over the years a number of different terms have been used to capture the skills, competencies, knowledge and habits of mind that are required for full participation in media-saturated societies. In England, the term "media education" is used to define the process of teaching and learning about media. It is about developing people's critical and creative abilities when it comes to mass media, popular culture and digital media. Media education is the process and media literacy is the outcome, but neither term should be confused with educational technology or with educational media. When people understand media and technology, they are able to access, analyze, evaluate, and create messages in a wide variety of media, genres, and forms. Liao, Lai, Chang and Lee, (2016).

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Appraisal of Gender Inequality in the Practice of Journalism

CHAPTER ONE
                                                INTRODUCTION
1.1 Background to the Study
Since the general public cannot be in all places at the same time. According to Odejayi (2011) says Journalists through the media bring the world closest by reporting politics, sport, disasters even in far away China, UK, US, Russia e. t. c within some second.
          Akinfeleye (1996) sees Journalism as the nose, eye, mouth, ear of the public who help the public to see what is happening, to find-out where it is happening, to help public to ask question on what they want to know from the people involved and to feed them as quickly as possible.
However, Amao (1999) says journalism is the collection, preparation and distribution of news and related commentary and feature materials through such media as pamphlets, newsletter, magazines, radio, motion pictures, television, the internet and books.
          Journalism is one saddled with the responsibility of finding facts, writing news, editing news and other editorial materials that are worthy of public interest for presentation. Journalists work in a radio, television, newspaper, magazine and online news blog/ website e. t. c.
Report from Punch Newspaper shows that relevance of the gender question surfaces in concerns expressed by international bodies like UNESCO and non – Governmental Organization in and outside Nigeria, for instance, in its second medium term plan for the women’s decade (1976-1985) proposed among other things programmes devoted specially to the advancement in women’s roles in the media and to the contribution of the media to promoting equality between men and women strengthening women’s access to and participation in communication.
Despite, the challenges facing female journalists in Osun State yet they are contributing tremendously to the development of the media industry and broadcast media in particular.

This study appraises the gender inequality in the practice of journalism using female journalist as a case study. This study has brought into fore the “Gender Question” in addition to the challenges facing female in journalism in Nigeria

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ASSESSMENT OF PUBLIC PERCEPTION OF BROADCAST MEDIA COVERAGE OF GENDER ISSUE

CHAPTER ONE

1.0    Introduction                
1.2    Background to the Study
     Repositioning of women has become issue of study and it has received the attention of UNESCO (1975-1985), “Toward Equality under the UN Decade for women in Africa, Asia, Latin and South American”, have brought women issues such as unequal job opportunities, cultural barriers, low economic  and political empowerment and human right abuses.
     Some Nigerians have established Non-Governmental Organization (NGOs) such as women in Nigeria (WIN), Gender Resource Network (GRN), and Gender and Development Action (GADA). Since it has been noticed that women are object of discrimination, all these was established to advance the needs of Nigerian women by calling for the abolition of obnoxious cultural practices that have placed women at the background making their participation in both social, political and economic activities ineffective.
     The position of women in the society and our different cultures makes the men and the society at large discriminate against women journalists. According to Hananiya (2004), she says that “the general view about the women was always conceived within the context of the home.
It was that of child bearing and carrying out home functions only”. Because of this view about women, the concept of a women practicing journalism or making a choice to practice journalism was considered rebellious and unfeminine.
The obsolete ideas about women’s place in the society still tell on their position in the media houses and journalism filed. Uzochukwu (2008:72) says “Women also have problems of time, given their multiple roles and heavy domestic responsibilities” Traditional cultural attitudes in most societies also discriminate against women having access to education.
This can also discourage them in the practice of journalism as girls are encouraged to get married and become house wives or encouraged to take up any other job which gives them more time and makes them responsible house wives than  their journalism profession.
There is also the issue of gender bias in attitude towards women studying journalism or using information technology as many people hold the views that women cannot think or work scientifically.
     It is not a hidden fact that women are under-represented in the field of journalism. This maybe because of the discrimination or the basic assumption that “a woman’s responsibilities should be her sole priority”, thereby undermining her active participation and performance in the practice of journalism.
The issue of gender bias too, contribute enormously to the low participation of women in journalism. Another assumption militating against female participation according to Amao (1999), is that “female sex is biologically not designed for energy exerting, hazardous occupation and long hours filed assignment”.
 Supporting this, Beverly (1995) notes that the society assumes that “women should be mothers, school teachers, hairdressers, secretaries, maids, and social workers only”. Therefore they do not need education or training in other fields like journalism.
  

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Computer Type Setting, Project Typing, SIWES Report Typing, Computer Graphic Design, PowerPoint Presentation, Documents Scanning and Printing, General Printing and Computer Training.
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3.                 Pay the required amount to any of the bank below:

Banks:
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Account Number:      3058389622
Account Name:         YINUSA ISIAKA ADENLE

UBA
Account Number:      2089818914
Account Name:         YINUSA ISIAKA ADENLE


Wema Bank
Account Number:      0227520758
Account Name:                   YINUSA ISIAKA ADENLE

4.                 To know the price of your complete project material call or WhatsApp to  +2347034746560
5.                 Kindly pay directly in bank or bank transfer to any of the bank detail with verifiable name and details
6.                 Send the following information to this number after payment +2347034746560
a.     Your Name
b.     Your approved project topic
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f.       E-mail Address
g.     Phone Number  
h.     Other payment details
7.                 After your payment has been verified, you will receive your ordered material within 10 minutes in your e-mail, WhatsApp depending on your choice and nature of you project.
For any Complete Project/Material
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