This study analysed strategic influencer communication in crisis management, with a focus on AMREF Health Africa Kenya. The research was motivated by the increasing reliance on digital platforms during crises and the critical role influencers play in shaping public trust, engagement, and behavioural responses within the health sector. While social media influencers are widely used across industries, limited understanding remains regarding how specific influencer message strategies contribute to crisis management outcomes in non-profit organisations. Anchored in Situational Crisis Communication Theory, Social Influence Theory, and Rhetorical Arena Theory, the study adopted a descriptive research design and employed a mixed-methods approach. Data were collected through quantitative content analysis of 105 influencer-led social media posts and surveys administered to 381 social media users, alongside qualitative insights from crisis management professionals. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The findings revealed a significant positive relationship between influencer message strategies and crisis management outcomes. Emotional and instructive message strategies were most impactful in fostering empathy, trust, and behavioural responses. Content analysis showed that emotional storytelling was the most frequently utilised strategy, while informative and instructive approaches enhanced clarity and action during health-related crises. Regression analysis confirmed that message strategies significantly predicted crisis management effectiveness, explaining 25% of the variance in outcomes. The study concludes that carefully designed influencer message strategies play a significant role in effective crisis management and recommends the adoption of blended emotional, informative, and instructive messaging to enhance trust, clarity, and public response in non-profit health communication contexts.

This study examines the relationship between Human Resource Accounting (HRA) and accounting conservatism in quoted oil and gas companies in Nigeria. Using a descriptive and explanatory research design, data were collected from annual reports, financial statements, and relevant archival sources of selected firms listed on the Nigerian Exchange Group from 2019 to 2024. Both qualitative and quantitative analyses were conducted, including correlation and regression tests, to assess the impact of human capital recognition on conservative reporting practices. Findings reveal that firms with robust HRA practices demonstrate significantly higher levels of accounting conservatism, characterized by prudent recognition of losses and delayed recognition of gains. Regression results indicate a positive and statistically significant relationship between HRA disclosure and conservative accounting policies (β = 0.462, p < 0.01), suggesting that human capital investments influence the cautious presentation of financial outcomes. Moreover, firms exhibiting structured HRA systems recorded improved transparency and reliability in their financial statements, reducing information asymmetry for stakeholders. The study further highlights that governance mechanisms, such as active audit committees and board oversight, enhance the effectiveness of HRA in promoting conservative reporting. These findings underscore the strategic role of human capital in strengthening financial prudence and provide empirical evidence supporting the integration of HRA into corporate reporting frameworks. The study concludes that the adoption of HRA practices is a significant determinant of accounting conservatism in the Nigerian oil and gas sector, with implications for investors, regulators, and policy makers seeking to improve financial transparency and accountability. The study recommends that quoted oil and gas firms should implement consistent Human Resource Accounting practices, ensuring employee-related investments are properly recognized in financial statements to enhance transparency and accountability.

Official Bilingualism in Cameroon started after its independence in 1961 with the objective of being implemented till the tertiary level. The higher educational reforms of 1993 instituted bilingualism in the higher educational system and the use of English and French in all public and private universities. There is a remark that the practice of bilingualism in the private higher educational sector has been progressively effective even though there exist some challenges. This article aims to examine the outcome of bilingual education in private universities in Cameroon, their teaching-learning methods and approaches of (in) French and English languages in those institutes, their challenges, prospects and way forward towards the promotion of Bilingualism. The study was guided by historical linguistics and psychological approaches, and Gardner’s Motivation theory. The data analysed were elicited through observation and questionnaires administered to 95 students of the private higher institutes and five language teachers; nine administrative staff members were interviewed randomly. The findings reveal that the practice of bilingualism policy is effective in the Institutes of study since, even if some are not bilingual in structure, they make sure that the policy is practised in the classroom during lectures and assessment, in all administrative documents. Yet, the problem lies on the curriculum that is not well defined and specialised to the students’ field of study; and on the lack of many well-trained bilingual lecturers, able to teach partially or fully in the second official language. The article concludes by making some recommendations for the effective implementing official bilingualism in tertiary education in Cameroon.

 In response to Pope Francis’ call to make the Church a “safe home,” the Diocese of Bayeux-Lisieux organized a diocesan training on safeguarding and child protection on 31 January 2026 in Lisieux. The training aimed to institutionalize robust safeguarding systems within the diocese by enhancing pastoral actors’ competencies in child protection, strengthening their knowledge of reporting obligations, and fostering a shared culture of vigilance, transparency, and child-centered pastoral care grounded in the Church’s mission to provide safe environments for minors. A mixed-methods design assessed the training’s impact. Quantitative data were collected through structured questionnaires administered to 60 participants - including catechists, chaplaincy leaders, school pastoral animators, and altar-server coordinators - measuring knowledge, attitudes, and perceived competence. Qualitative insights emerged from facilitated group discussions using small-group reflection, case-study analysis and plenary synthesis. Participants evaluated safeguarding principles, reporting procedures, and pastoral postures inspired by Christ’s educational example. Results showed that 92% of participants improved understanding of legal reporting duties, 88% reported greater confidence in recognizing signs of abuse, 85% valued collaborative vigilance, and 100% endorsed the diocesan safeguarding charter. Qualitative findings highlighted increased awareness of listening to children, peer accountability, and clearer procedural knowledge. This training demonstrates that structured pastoral formation, combining doctrinal reflection with experiential and empirical methods, effectively cultivates a protective culture in faith-based communities, reinforcing institutional responsibility and promoting safer environments for minors.

This study examines the transformative role of innovation in family-based entrepreneurship among 119 entrepreneurship students who developed their skills at the Centre of Entrepreneurial Learning and Innovation (CELI) at the Catholic University of Rwanda (CUR). Its aim is to evaluate how student-led innovations enhance family business efficiency, household income, and social impact. The study hypothesizes that affordable and contextually relevant innovations, when implemented in family enterprises, generate significant economic and social benefits. A mixed-methods approach was employed, with students collaborating with family businesses to identify challenges and implement small-scale innovations, including mobile money platforms and digital marketing strategies. Data were collected through structured surveys, interviews, and innovation project reports. Quantitative analysis revealed that 95 out of 119 families (79.8%) adopted at least one student-led innovation. Among these, 85% reported reduced operational costs (averaging 28%), and 78% experienced an income increase ranging from 30% to 50% over six months. Additionally, 70% of participants noted improved teamwork and decision-making within the family. The adoption of digital tools, particularly mobile payments and WhatsApp marketing, was associated with a 40% expansion in customer reach. Families that implemented sustainable innovations not only generated higher revenues but also contributed to addressing local community challenges. The study concludes that student-driven innovation can substantially strengthen family entrepreneurship. Expanding CUR’s incubation programs and integrating innovation labs into the curriculum could further scale these outcomes. This experiential learning model holds considerable potential to enhance economic resilience, family cohesion, and community development.

ACRONYMS AND ABBREVIATIONS

CELI: Centre of Entrepreneurial Learning and Innovation

CUR: Catholic University of Rwanda

SMEs: Small and Medium‑Sized Enterprises

UNDP: United Nations Development Programme.

Gender inequality in education remains a persistent global concern with significant implications for economic development and social progress. Although many countries have made efforts to improve gender parity in education, disparities continue to exist due to socio-cultural, economic, and institutional barriers. This study examines the relationship between gender differences in educational attainment and economic growth through a comparative analysis of two contrasting economies: the United States and India. Education plays a crucial role in enhancing human capital, fostering innovation, and improving productivity, thereby contributing to long-term economic growth. However, when gender disparities restrict access to education and skill development, the potential benefits of human capital formation remain underutilized.

The study highlights how gender inequality in education manifests in different forms, including variations in enrollment rates, subject specialization, academic achievement, and access to educational and economic resources. In the United States, although gender gaps in basic education have largely narrowed, disparities continue in areas such as science, technology, engineering, and mathematics (STEM) fields and leadership roles in higher education institutions. In contrast, India continues to face deeper structural and socio-cultural barriers that limit educational opportunities for girls and women, particularly in rural and marginalized communities. Issues such as poverty, early marriage, traditional gender norms, and unequal access to economic resources contribute to the persistence of educational disparities.

Furthermore, gender inequality in education has broader implications for economic empowerment and labor market participation. Limited educational opportunities for women restrict their access to employment, financial resources, and entrepreneurship, thereby reducing their potential contribution to economic growth. The persistence of patriarchal structures and discriminatory practices further exacerbates these challenges, particularly in developing economies. By comparing the educational and economic contexts of the United States and India, this study seeks to identify the underlying factors influencing gender inequality and assess their impact on economic development.

The research also emphasizes the importance of state-level and regional analysis, particularly in India, where socio-economic conditions vary widely across states. Such an approach helps to identify localized barriers and opportunities for improving women’s educational attainment and economic empowerment. Ultimately, the study underscores the need for targeted policy interventions, inclusive educational strategies, and gender-sensitive economic policies to bridge the gender gap in education. Promoting gender equality in education not only enhances individual opportunities but also contributes significantly to sustainable economic growth and social development.

This study examined the impact of Artificial Intelligence Decision Support Systems (AI DSS) on the organizational performance of Nigerian service firms. Using a quantitative research design and secondary data collected from 50 service firms across Lagos, regression analysis revealed that AI DSS adoption significantly influences performance outcomes with R² = 0.68, F(3, 46) = 31.45, p < 0.001. Results indicated that AI-enabled decision support improves operational efficiency by 22%, enhances revenue growth by 18%, and reduces decision-making errors by 15% compared to firms without AI DSS. Knowledge management, data analytics capability, and employee training were identified as key predictors of performance improvement. Hypothesis testing showed that AI DSS positively affects organizational productivity (β = 0.54, t = 6.12, p < 0.001), decision accuracy (β = 0.47, t = 5.23, p < 0.001), and customer satisfaction (β = 0.41, t = 4.87, p < 0.001). The study concludes that strategic implementation of AI DSS is essential for sustainable competitive advantage in Nigerian service firms. The study recommendsthat organizations should strengthen strategic planning and implementation mechanisms to improve performance outcomes.

This study examined the contribution of school climate and culture in sustaining peace and good citizenship among students in bilingual secondary schools in Cameroon. The study was motivated by the need to understand how schools, especially in socially and linguistically diverse settings, can help learners live peacefully with others and develop responsible civic values. We adopted a concurrent mixed methods research design. The study was done in selected Government Bilingual Secondary Schools in four sub-divisions within the Bamenda and Yaoundé City Councils. The sample comprised 376 students and 10 teachers. Purposive sampling was used to select the schools and teachers, while students who had spent at least two years in the schools were selected through simple random sampling. Data were collected using a researcher-designed questionnaire for students and a Key Informant Interview guide for teachers. The quantitative data were analyzed using descriptive and inferential statistics, including frequencies, percentages, charts, regression, and chi-square, at the 0.05 level of significance. The qualitative data were organized into themes and interpreted in relation to the quantitative findings. The findings revealed that school culture/climate play a significant role in sustaining peace and good citizenship among students in bilingual secondary schools. School climate/ culture was a strong factor influencing peace and good citizenship. The results showed that students are more likely to develop peaceful attitudes, tolerance, cooperation, mutual respect, and civic responsibility when they learn in an environment that is inclusive, supportive, participatory, and respectful of linguistic and cultural diversity. Based on these findings, the study recommended that educational authorities, school administrators, and teachers should make deliberate efforts to strengthen multicultural practices that foster enabling school climate/cuture in schools. This could be done by promoting a peaceful and inclusive school climate to reflect cultural diversity, encouraging the use of multiple languages in learning, improving teacher preparation in multicultural and civic education, and giving students more opportunities to participate actively in school life. The study concluded that an enabling school climate and culture remains an indispensable means of promoting peaceful coexistence and good citizenship among students in Cameroon’s bilingual secondary schools.

Verb phrase (VP) ellipsis constitutes a central mechanism of implicit communication in discourse, enabling speakers to omit linguistic material that remains recoverable from context. The interpretation of VP ellipsis has traditionally been explained through form-based accounts that assume structural identity between antecedent and ellipsis site. However, such approaches encounter difficulties when addressing context-sensitive interpretations and cases of sloppy identity. In this review article, a meaning-based account of VP ellipsis is examined within a discourse-model framework. Semantic representations of verb phrases are treated as antecedents in a manner comparable to pronominal anaphora. Particular attention is devoted to evidence drawn from Moroccan Arabic, where context-dependent interpretations challenge purely syntactic identity approaches. The review demonstrates that VP ellipsis resolution relies heavily on semantic inference, discourse salience, and contextual interpretation rather than strict structural copying. The findings support a broader semantic and inferential perspective on ellipsis interpretation.