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.

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
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
The purpose of this study is to determine the extent to which Rational Emotive Behavioural Therapy is utilized by guidance counsellors for resolving conflict among teachers in secondary schools in Enugu State. Two research questions guided the study and two null hypotheses were tested at .05 level of significance. Descriptive survey research design was utilized for this study. The population for the study comprised of all the 55 secondary school Guidance counsellors in the 298 public secondary schools in Enugu State. The entire population of 55 secondary school Guidance counsellors in the 298 public secondary schools in Enugu State was used for the study. No sampling was done because the population is manageable. A structured questionnaire was used for data collection. The instrument was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha Reliability Estimate. 55 copies of questionnaire were administered by the researcher with the help of six research assistants that were properly briefed on the content of the questionnaire and its mode of administration to ensure that the questionnaire was properly administered. Out of the 55 copies of the instrument distributed to the respondents only 48 copies were correctly filled and returned while 7 copies were not returned. The data collected was analyzed using Mean (x̅) and Standard Deviation (SD) to answer the research questions. However, each of the null hypotheses was tested using t-test statistic at .05 level of significance. Based on the findings of the study it was concluded that Guidance counsellors to a little extent utilized problem-solving technique for resolving conflict among secondary school teachers in Enugu State. Guidance counsellors to a great extent utilized cognitive restructuring for resolving conflict among secondary school teachers in Enugu State. Similarly, the findings revealed that there was no significant difference between the mean scores of male and fe

ABSTRACT
The main purpose of this article is to investigate the prevalent silence among Christian parents in Coastal West Africa regarding LGBTQ+ issues and propose a pastoral framework for church leadership. It makes use of a conceptual methodology, and data from the 2025 OneHope Faith Foundations Research, which covered 737 participants across Benin, Cameroon, Liberia, and Nigeria. The research highlights a widespread lack of interest in LGBTQ+ training among both parents and clergy. While digital exposure has created a slight increase of awareness in Anglophone regions (20%) compared to Francophone areas (11%), institutional barriers persist. In response, this article proposes the Theological Silence Continuum as a diagnostic tool to guide tailored pastoral interventions. This diagnostic tool categorises silence into four forms: Enforced, Structural, Protective, and Engaged. Ultimately, this article argues that proactive and context-specific church resources are essential to prevent youth from seeking guidance from unreliable external sources.

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Background: Parents of children with neurodevelopmental disorders (NDDs) often face chronic caregiving stress, yet some also report positive psychological change, known as post-traumatic growth (PTG), alongside this adversity. Perceived social support is theorised to buffer caregiving stress and facilitate such growth, but evidence in this population, and on gender differences within it, remains limited. Objective: This study examined the relationship between perceived social support and PTG among parents of children with NDDs and tested for gender differences in both variables. Methods: A cross-sectional, correlational and comparative design was used. Participants: Eighty parents (40 male, 40 female), aged 18 years and above, of children with NDDs were recruited by convenience sampling from child rehabilitation centres and special schools in Malappuram District, Kerala, India. Measures: A personal data sheet, the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1988), and the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) were administered. Statistical analysis: Data were analysed using Pearson's correlation and independent-samples t-tests. Results: Perceived social support was significantly and positively correlated with post-traumatic growth (r = .590, p < .01), a large effect by conventional benchmarks. No significant gender differences emerged in perceived social support (t(78) = −0.558, p = .579, d = 0.12) or in post-traumatic growth (t(78) = −1.312, p = .193, d = 0.29). Conclusion: Higher perceived social support was strongly associated with greater post-traumatic growth among parents of children with NDDs, irrespective of gender. Findings support incorporating social-support-focused, gender-inclusive components into services for these families, though the correlational design precludes causal inference and the modest, single-district sample limits generalisability.

ABSTRACT
Background: Adolescence is a pivotal developmental phase characterized by rapid physical, cognitive, socio-emotional, and psychological transformations. Self-efficacy—an individual's confidence in their ability to take the steps necessary to succeed—is essential for handling the academic and personal challenges of growing up. Framed within Albert Bandura’s Social Cognitive Theory, this study, titled "The Role of Self-Efficacy in Adolescents' Development: An Empirical Study in Assam," investigates the distribution of self-efficacy among secondary school students in Assam, North-East India. Specifically, through this research work it examines whether significant differences in overall self-efficacy of Adolescents exist across gender (Boys vs. Girls) and Types of school (Provincialized High Schools vs. Private Jatiya Vidyalaya). Material and Method: Descriptive Survey Method has been employed in this study. The study was carried in four Provincialized High School and Jatiya Vidyalaya of Srijangram Block of Bongaigaon District, Assam under SEBA. The sample of the present study consists of 200 High School Students studying Class IX, which includes both Boys and Girls. A self developed standardized scale was used to collect data from the sample students. Statistical Technique Used: Simple Percentage, t-test has been used in this study. Result: The findings of the study indicate that vast majority of students have high level of Self-Efficacy. It is also found that there is no significant difference of Self-Efficacy between boys and girls and adolescent student studying at Provincialized High School and Jatiya Vidyalaya. The observed result suggests that Gender and Types of School does not have a significant effect on self-efficacy in adolescents. Conclusion: By analyzing the interplay between institutional frameworks and demographic variables in a unique regional ecosystem, the findings aim to provide empirical evidence to inform pedagogical practices, institutional struct