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Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n=502) and Namibian (n=554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countries did not believe that physical punishment was an effective way to address challenging behavior and did not support its use in schools. Teacher training programs in both countries need to emphasize the use of evidence-based proactive strategies to address students' challenging behavior in order to minimize the use of punitive strategies such as physical punishment.

This study was designed to explore the professional development needs of both general and special education teachers in Ghana regarding students with disabilities in an inclusive environment. Unlike the traditional top-down approach, where professional development for teachers is designed from the top and thrust upon them, this study sought to do the opposite by letting the teachers identify their own professional development needs. The study also sought to explore the teachers' perceptions regarding educating students with disabilities together with their peers without disabilities. A sample of 232 teachers selected through convenience, purposeful, and simple random sampling techniques participated in the study by completing a survey instrument comprising of both Likert type and open-end questions. Data were analyzed using both quantitative and qualitative thematic analysis methods. The results indicated that the teachers felt inadequately prepared to teach students with disabilities in inclusive classrooms. Almost all the participants indicated that professional development was important. In addition to the teachers identifying all the topics presented to them as important, they were able to rank order the topics thereby identifying what they considered most important. Also, a slight majority of the teachers were in favor of educating students with disabilities together with their peers. Implications of these results are discussed. Implications of the results are discussed.

Ghana, a country in the African continent experienced its first ever outbreak of Marburg Virus disease on July 2022. Prior to this, Democratic Republic of Congo and Angola were the two most severely affected countries to be affected by the same disease. Marburg Virus disease is a lethal and serious disease with an average mortality of 50% and has been seen to go as high as 90% in some cases. But despite the propensity to cause fast epidemics, the Ghana government acted swiftly and controlled its spread saving many lives. Simultaneously the country was also facing the Monkeypox outbreak and was doing its best to control the outbreak. This brief article is about the containment measures taken by the country to effectively prevent both the diseases to spread. [ABSTRACT FROM AUTHOR]

Background and Aim: The quality of day-old chicks is a cornerstone to successful poultry production. Chicks with a poor quality start slowly in the field and may have high feed intake, poor growth rate, and poor feed conversion ratio. The current study aimed to assess chick quality challenges encountered from day-old chicks hatched in most commercial hatcheries in Ghana. Materials and Methods: A total of 300 day-old chicks each were obtained from commercial hatcheries in Ghana and Europe. The chicks were labeled as locally hatched broiler day-old chicks (LBDOC) and foreign hatched broiler day-old chicks (FBDOC), respectively. Chicks were reared and monitored from day old to 21 days post-hatch. Sample of chicks (n=25) from each hatchery was euthanized weekly at 1, 7, 14, and 21 days and blood samples collected for analysis. The parameters measured included physical, hematological, immunological, histological, and bacteriological characteristics. All data were analyzed by SAS Proc GLM at p<0.05. Results: The live weight of chicks was higher in FBDOC compared to LBDOC on the 1st day. The chick length and shank length of FBDOC were longer than the LBDOC. The 7-day chick mortality was 6% in LBDOC as compared to 1.5% in FBDOC. The LBDOC also had a higher wet and dry residual yolk sac percentages as well as higher residual yolk sac fluid volume than the FBDOC. The rate of yolk sac disappearance of the FBDOC was higher than the LBDOC. More than half of the LBDOC had developed navel strings and leaky navel compared to FBDOC. The LBDOC recorded Escherichia coli, Proteus, Streptococcus spp., and Gram-negative bacteria in the residual yolk sac isolated through the 21 days while FBDOC recorded E. coli, Proteus, and Gram-negative bacteria. The intestinal villi count, lengths, width, and surface area were all not significantly different. The blood monocyte levels appeared higher in FBDOC than LBDOC, which give evidence of higher immunity in FBDOC than LBDOC. Conclusion: The results indicate a challenging situation in maintaining the quality of locally hatched broiler day-old-chicks compared to foreign hatched broiler-day-old-chicks. The study demonstrates that chick quality impact goes beyond the physical characteristics of chick weight and chick length, and the higher performance of FBDOC may be influenced by compliance with international hatchery standards and vaccination protocols. [ABSTRACT FROM AUTHOR]