ABSTRACT
Post graduate projects forms the requirements for the fulfillment of doctoral and Master degree progamme. Therefore, the success of these academic exercises depends on the cordial relationship between the supervisor, the academic mentor and the learner. This study therefore investigates the influence of supervisor’s attitude and work load on student academic performance in postgraduate research in Cross River State. The study adopted the ex-post factor research design. The population of the study comprised of all the Postgraduate students who completed their theses defense between 2019 to 2021 academic year among Universities in Cross River State, Nigeria. A sample size of 406 was selected using simple random method. The study adopted the Theses and Dissertations supervisor variables scale (TADSVS) via a five-point Likert scale questionnaire was used to collect data from the respondents. Using the Simple Linear Regression Analysis the findings of the study revealed that: supervisor’s attitude towards thesis supervision have no influence on students’ performance in post graduate thesis. Similarly, it was discovered that supervisor’s academic workload has no influence on students’ performance in post graduate theses and dissertation. The study therefore recommended that deans of school of post-graduate studies in all Universities in Cross River State should ensure supervisor with positive attitude to supervise their post graduate student since supervisors’ attitude to theses and dissertations supervision significantly influence students’ performance in post graduate research and more than one supervisors should be allocated for post graduate project supervision to enhanced adequacy of time for both the supervisor and the learner in producing a qualitative research work of global standard.

ABSTRACT
This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact.

ABSTRACT
Objective: This article takes a holistic look at the integration of internally displaced children, who have graduated or are in the final stages of a general education course, into the labour market in a crisis situation in the Department of Mayo Tsanaga. Method: This anthropological research is based on empirical data collected from students, MINEDUB/MINAS officials, NGOs and members of the host community. Before going into the field, an information note indicating the purpose of the study, the period of the study and the profile of the interviewer was sent to the administrative authorities. As in all qualitative research, the saturation point was reached after ten interviews, i.e. until it seemed that no new information could be obtained. The interviews were conducted individually in the locations requested by the respondents, and then recorded using a Dictaphone, and sometimes by Android telephone. Results: This article takes a holistic look at the integration of internally displaced children who have completed their schooling into the labour market. The analysis shows that no specific measures are being taken by the Cameroon government and its implementing partners in charge of education to recruit this vulnerable group who, despite the difficulties they face as a result of forced displacement, have nonetheless managed to complete their schooling. Discussion: The particularity of this article is that, in addition to being situated between forced displacement, terrorism and formal education, as UNESCO states, "in a crisis situation you have to save education". With cultural connectivity as its Ariadne's thread, this article mobilises the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from villages and communities in the Mayo Tsanaga department, with different cultures and d

ABSTRACT
Objective: The aim of this article is to examine the changes made by stakeholders in the provision of education for internally displaced school-age children during periods of crisis in the Department of Mayo Tsanaga. Method: Data was collected using development anthropology techniques from basic education authorities responsible for the education of displaced school-age children, implementing partners, parents or families of IDPs, pupils and informants likely to provide relevant information on this target group in the department of Mayo Tsanaga. The data was collected during the writing of our PhD thesis in Anthropology. Documentary research was also carried out. A total of 20 in-depth interviews were conducted in the locality of Zamai and surrounding villages with a split between urban and rural areas over a period from 15 November 2021 to the present day. Results: It has been shown that controlling the numbers of these displaced persons is a prerequisite for better planning and better integration into the education sector. The different forms of education will not eliminate the risk of conflict between individuals or groups of individuals, but they will enable people to know how to manage them and prevent them from degenerating into armed conflict, civil war or even genocide. Discussion: The particularity of this article is that, as well as being situated between forced displacement, terrorism and formal education, it takes a holistic look at the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from surrounding villages and Districts, with different cultures and differing apprehensions about formal education for their children.

ABSTRACT
The study examined the utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices. Two null hypotheses were formulated to guide the study. The study adopted the ex-post facto research design. The population of the study consisted of 3800 students and staff of the University within Calabar campus. The stratified random sampling technique was used to select 208 students and staff from a population of 3800 using proportionality of 1.12% with students and staff as basis of stratification from the population. The sample of this study was two hundred and eight (208) respondents. The questionnaire was designed to measure the two sub-independent variables. Mean and standard deviation were used to answer the request questions. While Simple linear regression analysis statistical tool was employed to test the null hypotheses that were formulated to guild the study at 0.05 level of significance. The results of this study shows that there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices and the use of artificial intelligent (AI) in teaching and learning in higher education significantly predict staff and students performance in the university. The study concludes that, there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices and the use of artificial intelligent (AI) in teaching and learning in higher education significantly predict staff and students performance in the university. Based on the conclusion, it was recommended that since there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices, university staff and students should always make use of AI and the university management should put in place AI facilities to increase staff and students .....

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This study was to examine the Institutional policies and quality assurance as correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria. To carry out this study successfully, two research questions and two null hypotheses were formulated to guide the study. The population of this study comprises 350 year one students from three universities in Cross River State. The sampling technique employed by the researcher in the selection of the sample was the simple random sampling technique. The sample size selected for this study was 225 year one students in selected schools which represents 5 percent of the accessible population comprising of 127 males and 98 females. The questionnaire was designed to measure the two sub-independent variables. The reliability of the instrument was 0.76 reliability coefficient. Mean and standard deviation were used to answer the request questions. While Multiple and Simple linear regression analysis statistical tool was used to test the null hypotheses that were formulated to guild the study at 0.05 level of significance. The results of this study shows that institutional policies and quality assurance significantly enhances the correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria and Poor implementation of quality assurance policies significantly influences institutional entry requirements of undergraduates in Universities in Cross River State, Nigeria. The study concludes that institutional policies and quality assurance significantly enhances the correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria and Poor implementation of quality assurance policies does not significantly influences institutional entry requirements of undergraduates in Universities in Cross River State, Nigeria. Based on the conclusion, it was recommended that universities management should may formulate educational policies the will help .....

ABSTRACT
This paper takes the typical language landscape of the campus of North China Electric Power University as the research object. The purpose of this paper is to analyze and explore the emergence of the problematic language landscape of the university campus found in the field investigation and investigation of the team. The top-down language landscape of the campus is investigated, summarized and analyzed from the aspects of the combination form, arrangement mode, naming mode and function of the code.