1,720,955 research outputs found
Students' willingness to report weapons and violence in Cameroon secondary schools: Implications for students' well-being and school safety
Get PDFWhen weapons carrying and violence becomes a norm in schools, students stand at the crossroads of safety and risk. The decision to report weapons or violence in schools can prevent or perpetuate violence which disrupts education. This study investigated students' willingness to report violent acts or weapons brought to school. The survey research design was used. The population consisted of all students in the Fako Division, Southwest Region of Cameroon, with a sample of 581 students from Form Four, Form Five, Lower Sixth, and Upper Sixth of six targeted public secondary schools. Data collection were using questionnaires designed for secondary school students. The questionnaire's validity was confirmed through content-wise, construct-wise, and face-wise tests, and its reliability was confirmed through a pilot test on 20 students using the Cronbach Alpha test, indicating consistent responses, thereby confirming its reliability. The field data was processed using Epi-Data 3.0 and then exported to SPSS version 27 for consistency and validation checks. Quantitative data was analyzed using descriptive and inferential statistical tools, with hypotheses tested using t-tests and ANOVA tests for comparisons between groups like class, age, and socioeconomic status. Findings were presented at 95% confidence interval. The study identified several factors influencing students' willingness to report school violence or weapons on campus. Key differences emerged based on class, socioeconomic status, age, and knowledge of available resources, while gender showed no significant impact. Students with a positive perception of school climate and those educated in community or home values were likelier to report incidents. Reporting willingness also varied when the perpetrator was a friend, influenced by class, gender, or socioeconomic status. 
Education under attack: Teachers’ perspectives on the effects of anglophone crises on secondary schools: Implications for Cameroon’s educational development
Get PDFThe ongoing Anglophone Crisis has severely affected Cameroon's education system, with over 80% of schools closed, disrupting the educational trajectory of an entire generation, denying more than 600,000 children access and right to education in the Northwest and Southwest regions. This study explored teachers' perspectives on the effects of the Anglophone Crisis on secondary schools in Cameroon's Northwest and Southwest regions. The study employed a qualitative research methodology. The participants were 27 teachers from 12 Cameroon secondary schools. A purposive sampling technique was used to select the participants; only secondary school teachers who are still actively involved in teaching and residing in Cameroon's Northwest and Southwest regions participated in the study. A semi-structured interview guide was used as the instrument for data collection. The data was analyzed thematically. The study found that the ongoing anglophone crisis has affected secondary schools in several ways, including (1) damaged educational infrastructure (2) teacher shortages and professional challenges (3) disrupted learning continuity (4) students displacement (5) psychological impact on students. We, contend that the ongoing Anglophone crisis in Cameroon has profound impact for schooling and with long-term implications for educational development, quality and broader societal progress in areas such as; human rights violation; student/teachers well being, exacerbated inequalities, peace-building, poverty reduction, human development, social cohesion and economic growth etc. Addressing these challenges is essential for restoring and enhancing the quality of education in the affected regions. The study emphasizes the need for targeted interventions that consider the unique context of the Anglophone Crisis, aside resonating with other affected areas across the globe
The Future of Higher Education: A Call for Radical Pedagogical Innovation in Post-Pandemic Times
No full textThe COVID-19 pandemic disrupted higher education globally, revealing both traditional pedagogies' strengths and weaknesses. As institutions turned to online learning, significant gaps in accessibility, digital literacy, and adaptability became apparent. This paper argues for a radical transformation of pedagogical innovation in post-pandemic higher education, advocating for a shift towards more flexible, inclusive, and student-centred learning models to bring the sustainable change we all want. It highlights key strategies, such as hybrid models, personalized learning, active and experiential learning, and rethinking assessment methods. These innovations, supported by digital tools, can better address diverse student needs and prepare learners for a rapidly evolving workforce. Nevertheless, institutional resistance to change, addressing the digital divide, and ensuring scalability remain potential barriers and challenges that must be overcome to achieve it. This paper, therefore, calls for collective and coordinated efforts by higher education institutions, stakeholders and policymakers to drive the required systemic change in higher education. By embracing these innovations, universities can build a more flexible, resilient, equitable, and future-ready education system that moves beyond the limitations of traditional pedagogies. The pandemic offers a unique opportunity to rethink the foundations of higher education and prioritize pedagogical practices that promote critical thinking, adaptability, and lifelong learning in an uncertain world
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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