Terrorism violence: assessing the impact of education programs through mass media on the adoption of security measures in Burkina Faso
Why this work is in the frame
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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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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it