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The emergence of the COVID-19 pandemic created the need for the use of dissimilar remote teaching methods and strategies in many subject areas including Physical Education (PE). While this was somewhat successful in developed countries, little is known about the use of technological tools to deliver PE lessons online in developing countries. This study examined the perceptions and experiences of colleges of education PE tutors in adopting technological tools for remote teaching during the COVID-19 pandemic. Semi-structured interviews were used to collect data from 12 tutors (4 females and 8 males) in Ghana. Content analysis was employed as the tool for the analysis of the data. Based on the results, the PE tutors perceived that accessibility was a major challenge to the successful teaching of practical PE lessons online. The tutors further posited that they were motivated to deliver practical lessons online because of the COVID-19 pandemic as they don't want students to be left idle. In furtherance, the participants recommended Transforming Teaching, Education and Learning and colleges' management for assisting them to participate in an online course and providing them with ICT support and data. Again, the participants agreed that they prefer face-to-face to online lessons as the latter do not promote socialisation, develop only the cognitive domain and even certificates acquired online are not given due recognition. It is recommended that theory lessons should be held online while face-to-face interaction is better for practical lessons in PE due to accessibility issues connected to poor internet connectivity and difficulty in performing some of the skills online.

The present study examined the perception of teachers of the new educational curriculum in Ghana. Responses from six teachers interviewed were developed into a questionnaire and posted on the websites of teacher unions via WhatsApp. In all, 74 teachers responded. From the study teachers perceived that the new curriculum is important as it will encourage group work, assist students to get lifelong skills, prepare students for the job market, promote inclusive education, promote gender equality, and considers Ghanaian students' culture and society. The findings further revealed that the current curriculum does not includes difficult content for teaching but contains a lot of workloads, lacks teaching and learning materials and includes long class periods. Teachers were also of the view that the government should involve teachers in planning the curriculum, get books and learning materials ready, train teachers in advance and pilot a new curriculum before implementation. In a nutshell, the new curriculum should involve many teachers in planning before implementation.

Artificial intelligence (AI) technologies and applications have been integrated into the legal profession and widely embraced by all. This study is geared toward unraveling AI in the future of law. A succinct presentation of the several tools based on AI, contingent on their scope, is expounded. The apparent implication of AI in the future of law, especially in enforcement, has been discussed. The study has further expounded on algorithmic bias and the risks to fundamental human rights in mass surveillance, privacy, and data protection. These issues are seen as setbacks in integrating AI into law. However, these issues further guide how the future of the law should be shaped from the perspective of AI. The study also discusses the possible resolution to such apprehensions: implementing a set of rules and procedures on ethical and legal governance. Consequently, it tries to offer some management advice on the application of regulatory provisions that would help create a sense of confidence and security for people who would otherwise doubt the practicality of the broader use of AI applications and technologies by government agencies involved in law enforcement. The study concludes that AI will certainly threaten some aspects of the legal profession in the future, but it does not imply an end to the entire legal profession. Thus, the intrusion of AI into the legal profession motivates the legal performance economy, making legal services more viable and competitive than they are today. [ABSTRACT FROM AUTHOR]