ABSTRACT
Academic Burnout has become an important concern in higher education, particularly among postgraduate students who often face demanding academic responsibilities and performance expectations. The present study examined academic burnout and its association with academic performance among postgraduate students. A descriptive correlational research design was adopted. The sample consisted of 200 postgraduate students from Gauhati University, Assam, comprising 100 Arts and 100 Science students selected through stratified random sampling. Academic Burnout was assessed using a self-structured 30-item Academic Burnout Scale, while previous semester CGPA was used as an indicator of academic performance. Descriptive statistics, Spearman’s rank-order correlation, Mann-Whitney U test and multinomial logistic regression were used for data analysis. The mean academic burnout score was 84.29 (SD = 22.95). A significant moderate negative relationship was found between academic burnout and academic performance (ρ = -0.408, p < .001). Multinomial logistic regression showed that academic burnout significantly predicted academic performance categories, particularly the 4.5-5.4 (OR = 1.203, p = .025) and 5.5-6.4 (OR = 1.113, p = .011) CGPA categories relative to the 8.5-10 reference category. A significant difference in burnout was also found between Arts and Science students (U = 7049.00, Z = 5.008, p < .001, r = .35) with science students reporting highest burnout. Academic burnout was significantly associated with academic performance and was particularly related to lower CGPA categories. The higher burnout observed among science students also suggests the need to consider academic- stream differences when planning student support. Universities may benefit from strengthening academic counselling, stress management support and learning environments that promote students’ academic and psychological well-being.

ABSTRACT
Background: Measles and Yellow Fever are vaccine-preventable diseases with recurrent outbreaks in Nigeria. North-Central Nigeria experiences seasonal peaks but lacks granular LGA-level spatial-temporal analysis. Methods: Concurrent mixed-methods design. Quantitative: NCDC surveillance sitreps 2020-2024, DHS 2021, N=1,842 household questionnaires. Qualitative: 24 KIIs and 8 FGDs. Spatial analysis used ArcGIS 10.8. Temporal analysis used epi-curves and seasonal decomposition. Vaccine coverage compared to WHO 80% threshold. STATA 17 for statistics. Results: 2,620 confirmed measles cases, 0 confirmed Yellow Fever cases 2020-2024. Nasarawa, Niger, and Kogi had highest burden: 210, 186, and 175 cases. Strong seasonality: Jan-April peaks, March 2.7x baseline. No state met WHO 80% threshold: Plateau 52%, Nasarawa 61%, Benue 55%, Kwara 46%, Kogi 44%. 70.4% of confirmed measles cases were zero-dose children. 2022 and 2024 showed national surges. Conclusions: Persistent clustering, dry-season seasonality, and sub-threshold coverage drive outbreaks. Pre-season LGA-targeted campaigns before January and routine immunization strengthening are critical for WHO 2030 elimination goals.

ABSTRACT
Observational assessment of decision-making in applied teaching settings usually relies on outcome counts, aggregated performance totals or global rater impressions, without establishing whether a defensible option was available to the learner and actually selected. This paper proposes an event-based behavioural coding framework with four linked components: Opportunity, Choice, Execution and Recovery (OCER). It specifies what counts as an eligible decision event, scores option selection separately from motor execution, and treats recovery as an independent continuation behaviour rather than a residual category. The framework draws on game-centred pedagogy, expertise research and the Game Performance Assessment Instrument, and acknowledges a newer tennis-specific tactical instrument. Its contribution is a diagnostic bridge between a game-based teaching episode and an auditable observational assessment, not a new theoretical claim for Teaching Games for Understanding. The paper presents five tactical problem classes, conditioned-practice examples, a draft event codebook and rater-training rules. Two hypothetical episodes illustrate why a situationally appropriate response can carry educational value even when the point is lost. No empirical dataset, observation frequencies or causal estimates are reported. The framework generates testable predictions concerning learning transfer, inter-rater agreement, and whether opportunity-based indices add explanatory value beyond outcome scores and generic skill tests in university sport instruction.