Sustaining Communal Media for Development in the Age of Globalization
Bibliographic record
Abstract
Sequel to the challenges posed by globalization in today’s world with reference to Nigeria, this paper calls critical attention to the need to sustain participatory communication through the communal media for sustainable development. It examines the prospects of deploying communal media which involve participatory communication that emphasizes interpersonal approach, face to face communication, traditional, indigenous media channels and group activities to foster change and development. The paper adopts the Development Media Theory and the Participatory Communication. The Development media theory prescribes the functions of the press in developing nations such as Nigeria, Ghana, Senegal etc. the theory argues that press must provide platforms that can accelerate the development of their respective nations. The participatory Communication theory stresses the importance of cultural identity of local communities and participation at all levels—national, local and individual. The theory asserts that participation is necessary in order to share information, trust, knowledge, commitment and a right attitude to development activities. The paper therefore opines that communal media employs interpersonal means which can influence people, attitudes, behavior by informing and educating them for development purposes. Consequently the paper recommends a change in communication policy making and a re-deployment of interpersonal communal media of communication for sustainable development in today’s global age.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".