Terrorism violence: assessing the impact of education programs through mass media on the adoption of security measures in Burkina Faso
Bibliographic record
Abstract
This paper investigates the impact of mass media education programs (MEP) on the adoption of security measures in the context of terrorism in Burkina Faso. Using a questionnaire and guided interviews, we collected information from a sample of 412 individuals living in Ouagadougou, Burkina Faso. The results suggest that caution was the most important security measure learned by the participants through MEP (39,6%), followed by collaboration with the army (30%) and reporting suspected behaviors to the authorities (20.8%). More importantly, individuals who were educated on terrorism through MEP display higher intentions to adopt security measures and tend to have positive attitudes toward the role of media in fighting terrorism violence. This finding clearly shows that for developing countries and all countries facing terrorism and lacking adequate counter-response tools, such as Burkina Faso, MEP should be an integral part of the system of public awareness to succeed in effectively countering this global threat.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".