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A new technique of Layered Hollow Core Slab (LHCS) has been used to obtain a slab with an optimum weight-to-strength ratio. Specimens with a 90 mm top layer of High Strength Concrete (HSC) and a 90 mm bottom layer of Lightweight Aggregate Concrete (LWAC) were examined. Nine full-scale slabs with dimensions of 1600* 450* 180 mm were tested under a 4-point loading test. The %core, a/d, RFT ratio, and connection method were the different studied parameters. A push-out test was conducted on triplet specimens to study the bond strength at the interface between HSC jacket and LWAC cubes using bond agent material or shear dowels, or without treatment, to determine which method of them is suitable for connecting the two layers of the tested slabs. Load, deflection, ductility, strain, crack pattern, and mode of failure were studied. The results indicate that ultimate strength is enhanced with decreasing a/d and %core and with an increasing RFT ratio of the LHCS specimens. Using shear dowels ensures an efficient bond between the two layers of the tested slabs. ANSYS program used for modelling the slab. The numerical study accepted the experimental data with a variation of less than 10% for all slabs.

This research examined the influence of private and public schools on pupils‟ proficiency in mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analyzed using a multilevel modeling technique. The significance or otherwise of the influence of school type on pupils‟ proficiency in both subjects was assessed at p < 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools.

Extant research on political corporate social responsibility (PCSR) has not yet addressed how the populist turn impacts PCSR theory and practice. This conceptual article analyzes how populism influences PCSR across a range of political environments. We draw on signaling and screening theories to develop a conceptual model that advances PCSR literature by proposing an information-centric approach. We highlight the necessity of high-quality information as an enabling condition for effective PCSR-related decision-making, and our model explains how the depreciation of information transparency under populism impacts PCSR strategy. We thus contribute to PCSR literature with a new information-based theorization by showing how PCSR depends on the political environment and by enhancing our understanding of the role of the state in the development of PCSR strategies.

This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.

The study investigated the relationship between headteachers’ administrative duties and teacher job performance in public Junior High Schools at Agona Swedru in the Agona West Municipality of the Central Region of Ghana. This study adopted the quantitative correlational research design. Teachers in all public Junior High Schools at Agona Swedru in the Central Region of Ghana, formed the target population, while the accessible population covered all teachers in public Junior High Schools at Agona Swedru who had spent at least a year in their respective schools. Simple random sampling technique was used to obtain 70 teachers whose responses to items in closed-ended questionnaire were used for the analysis for this study. One significant finding was that the headteachers performed all the administrative duties outlined in the study even though they predominantly performed the duty of school-community relationship. Generally, the performance of the teachers was very good with discipline and punctuality recording the highest mean. Again, a strong positive and significant relationship between administrative duties of headteachers and teacher job performance was established. Among the recommendations is that the Education Directorate in the Agona West Municipality should organise in-service training for headteachers of public Junior High Schools at Agona Swedru to enable them to improve on their administrative duties to influence teacher job performance. Article visualizations

Introduction Reduction of maternal mortality remains a global priority as highlighted by the third Sustainable Development Goal (SDG). This is critical in the case of Sierra Leone as the country is one of three (3) countries with the highest maternal mortality ratio globally, thus 1,120 per 100,000 live births. The approximate lifetime risk of maternal mortality in the country is 1 in 17, relative to 1 in 3,300 in high-income countries. These raise doubt about the quality of the continuum of maternal healthcare in the country, particularly antenatal care and as a result, the objective of the present study is to investigate the association between socio-economic disadvantage and quality antenatal care service utilisation as well as associated correlates in Sierra Leone. Materials and methods The study used data from the most recent Demographic and Health Survey (DHS) of Sierra Leone. Only women who had given birth in the five years preceding the survey were included, which is 6,028. Quality antenatal care was defined as receipt of recommended ANC services including uptake of recommended pregnancy drugs (e.g. Fansidar and iron supplement); injections (e.g. tetanus injection) and having some samples (e.g. blood and urine sample) and health status indicators (e.g. blood pressure) taken. An index was created from these indicators with scores ranging from 0 to 6. The scores 0 to 5 were labelled as “incomplete” and 6 was labelled as “complete” and this was used to create a dummy variable. In analysing the data, descriptive analysis was done using chi-square test as well as an inferential analysis using bivariate and multivariate models. Results Socio-economic disadvantaged [1.46 (1.09, 1.95), place of residence [2.29 (1.43, 3.67)], frequency of listening to radio [1.58 (1.20, 2.09)], health insurance coverage [3.48 (1.40, 8.64)], getting medical help for self: permission to go [0.53(0.42, 0.69) were seen to have significant relationship with quality of ANC utilized by women during pregnancy. Also, women Mende ethnicity are more likely to utilise quality ANC compared to women from the Temne ethnicity [2.58 (1.79, 3.72)]. Conclusion Policy makers could consider measures to boost patronage of quality ANC in Sierra Leone by targeting the socio-economically disadvantaged women. Targeting these sub-groups with pro- maternal and child health (MCH) interventions would help Sierra Leone achieve Goal 3 of the SDGs.

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.

The study investigated the effect of head teachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 head teachers, and 118 teachers were selected and engaged in the study. Two sets of questionnaires, one each for head teachers and teachers were used to collect quantitative data. Qualitative data were obtained through a semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The study revealed that head teachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that head teachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of head teachers were essential factors that influenced teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organized for both head teachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.

BackgroundWithin the sub-Saharan African region, there is a growing concern for sexual and reproductive health and rights communication, and more particularly, for adolescents. Given the existing barriers associated with face-to-face access, the need to use digital media to access information and services has become desirable and imperative, especially so due to the COVID-19 pandemic. However, in sub-Saharan Africa, a synthesis of evidence that informs adolescents’ digital media engagements for sexual and reproductive health and rights (SRHR) communication is limited. This systematic review therefore aims to examine and synthesize evidence on use of digital media for sexual and reproductive health and rights communication by adolescents in sub-Saharan Africa. MethodsA search for peer reviewed articles will be conducted in PubMed, ScienceDirect, Scopus, EMBASE, Web of Science, PsychINFO and Google Scholar with emphasis on those published between 2000 and 2020. Only observational and qualitative studies will be included. Quality assessment of included articles will be done using standardized checklists from the Joanna Briggs Institute. Both descriptive and narrative summaries will be used to appraise evidence from included studies.DiscussionThis review will be essential in providing information on the types of digital media adolescents use; the various SRHR issues they use this platform to address; their reasons for using it and associated challenges. It will also contribute to the advocacy for the inclusion of these technologies in the teaching and learning, provision of and access to SRHR information and services by teachers, public health providers and peer educators in the sub-region.Registration and Reporting This systematic has been registered in PROSPERO, an international prospective register of systematic reviews, with registration number, CRD42020211491. This protocol follows the PRISMA-P guidelines for reporting systematic reviews (see Additional file 1).

BackgroundQuality nutrition is an important basis of health and well-being, especially for children as their bodies need to grow, develop and reach their physical and mental potential. Women’s empowerment is not only important for women’s human rights, but also improves nutrition outcomes of both mothers and their children. This study sought to investigate the association between women’s empowerment and minimum meal frequency in Ghana.MethodsThe study used data from the 2014 Ghana Demographic and Health Survey (GDHS). A sample of 1,640 mother-child (6-23 months) dyad was used and univariate and multiple linear regression techniques were applied.ResultsDecisions on large household purchases (β=0.351, pConclusionMinimum meal frequency was largely influenced by economic and socio-familial empowerment of women as decisions on large household purchases and family visits showed association with minimum meal frequency. Interventional programs should target households and mothers with lower socio-demographics characteristics such as lower educational level.

This study investigated the perception of teachers on instructional supervision in public basic school in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools.

The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation.