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Abstract
Visually Challenged students (VCS) in University of Ghana, Legon face various constraints in accessing library and information services. The study was based on Ranganathan’s five principles of librarianship. Literature was reviewed on provision and access to library and information services. The researcher adopted case study, since the sample size was small they were all included in the study. Descriptive data analysis technique was used to analyze data. Tables and graphs were used to display information. Findings of the study indicated that there is no program for VCS, they were aware of technological developments in information communication technologies (ICT), access to information and library services was not in existence. It was recommended that the library and the University should make a conscious effortto upgrade it services to meet theacademic needs of VCS.

Abstract
In recent times, teachers in Ghanaian schools have been encouraged to master creative ways of engaging pupils in their teaching and learning deliveries and employ new strategies in teaching so as to adapt to the fast growing needs of pupils in the 21st century. In this vein, fifty (50) basic schoolteachers in the Winneba Municipality were engaged in a training workshop, which focused on the use of TESSA OERs. The aim of the workshop was to expose them to the adaptation and integration of the OERs into their classroom-based teaching practices. The focus of this paper is to share some of the experiences gathered at the end of the training. One-on-one interview method was adopted using a semi-structured interview guide. The interview ‘stories’ were analysed manually and are presented as their ‘voices’ in the write up. The findings revealed that most participants had acquired added values to their approaches to teaching and learning and have purposed to improve their classroom practices. They also indicated that the new skills and knowledge will help them in their lesson preparations and planning as well as using the OER in their teaching and learning material (TLM) developments. It was recommended that similar training sessions be organised for all teachers in the municipality and even at their larger forums and conferences. They requested that the University should be engaging them frequently so that they can learn new pedagogies such as these. Keywords: Open Educational Resources, teacher education in sub-Saharan Africa (TESSA), 21st century classroom

Abstract
Successive governments have since Ghana’s independence made various attempts to maintain industrial harmony. The attainment of this single laudable goal has been illusive as labour agitations for improved conditions by public sector workers continually welcome every government that comes to power. With the passing of the Labour Act and the subsequent establishment of the labour Commission one would have thought that the remedy to the age-long debacle had been found and such agitations were going to be a thing of the past. But that has not been the case. The struggle continues as if no serious attempts have been made to find a lasting solution to the problem. This paper examines events in the industrial front in Ghana’s Fourth Republic using the lenses of the unitarist and pluralist theories of industrial relations.

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Ghana, like many other African states, was caught in the throes of military coups d’état, counter coups, abortive coups and coup plots. The phenomenon, which was rife during the 1960s through the 1980s, subsided and seemed to have disappeared from the continent with the wind of democratization sweeping across the globe which brought in its wake transitions from military dictatorships to democratic rule. Corruption, constitutional crisis, ethnocentrism and bad governance are some of the prime factors the military adventurists often cite as grounds to justify their intervention in governance. With the pockets of military interventions and abortive coups raring their ugly faces on the continent again after almost two decades of respite, it becomes imperative to resume discussions on the coup phenomenon. This paper seeks to contribute to the debate on the motivations for frequent military take-overs and lessons Ghanaian political leaders must learn in order to avert a reversion to the eras of coups.

Abstract
Abstract This project was carried out at the Department of Agriculture Engineering and Mechanization of the College of Agriculture Education, Mampong Ashanti of the University of Education, Winneba. It was to determine the number of days cocoa pods should spend on the ground after harvesting before breaking so as to maintain high quality cocoa beans. It was also to determine the quality of cocoa beans when dried with solar panel. Hybrid cocoa pods were left on the ground for varied duration after harvesting. The pods were broken to remove the beans, fermented and dried using direct sun and solar panel. Quality test was carried out on the dried cocoa beans. The results showed that cocoa beans took lesser days to dry with solar panel than direct sunlight. Cocoa pods that spent eleven (11) days or more on the ground produced higher defective beans with lower quality and sub-standard grade. The pods that spent less than eleven (11) days on the ground produced cocoa beans of good quality. Cocoa beans dried with solar panel were more acidic and were of a higher purity. It is recommended that cocoa pods be broken and processed within eleven (11) days after harvest. During cloudy and rainy weather farmers are advised to dry their cocoa beans using solar panels. Key words: Grading, Cocoa bean category, defects, mouldiness, slatiness, solar panel

Abstract
Abstracts Two field experiments were conducted at the Multipurpose crop nursery of the University of Education, Winneba, Mampong campus from May to September, 2013 and June to October, 2014 respectively to investigate into the effect of number of nodes (4, 5 and 6) and vine part (apical and semiwoody) on the growth and yield of sweetpotato. The results from both seasons showed that many of the characters measured increased with increase node number up to 6 nodes and with apical vine part. The apical vine cuttings established earlier than semiwoody cuttings in both seasons. Node numbers did not have significant effect on any of the yield characters measured although the 5 and 6 node cuttings gave higher marketable tuber weight per plot, tuber length and marketable tuber number per plot than the 4 node cuttings during 2014 growing season. The 5 node apical cuttings produced significantly higher vegetative biomass than 5 node semiwoody and the 4 and 6 node apical and semiwoody cuttings. Keywords : Sweetpotato; apical vine cutting; number of nodes; semiwoody vine cutting.

Abstract
Corruption has become a social, political and economic canker which is wreaking havoc in many countries, both advanced and developing. The phenomenon continues to assume many new dimensions in modern times and for this reason, modern strategies have to be found to tackle it head on. The adoption of e-governance has proven to be one of the effective means to curb the menace, especially in developing countries. E-governance involves the application of ICT for government with an aim of improving the efficiency with which citizens receive services. The application of E-governance also helps in dealing with corruption through increased accountability, eliminating gatekeepers or minimizing interaction of civil servants and citizens, and increased transparency. The corruption phenomenon has been identified as one of the barriers to economic growth so, any attempt to uproot it will certainly translate into improvement in economic growth. Corruption reduces foreign direct investment (FDI), diverts government funds meant for providing development projects to non-beneficial investments and thus retards development. Thus, corruption leads to increased poverty and with e-governance it is possible to reduce the problem. Use of e-governance in reducing corruption is more beneficial for developing countries than it is for developed countries.

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It is an undeniable fact that Acting is at the core if not the fulcrum on which everything theatre swings. Though it is an art that eludes statutory tied-down definitions, it predates even the age old held notion that the Greeks gave it birth. This paper dares to assert that though commendable that high academia admits this age-old art into its curriculum, there is still the evident struggle, even in our times, as to the most accurate value to place on this eternally fascinating art that possesses the dual proclivity to prop up society for the better or spearhead the expiration of that very society’s core values. In the author’s nine-year experience of teaching Acting at the University of Education, Winneba the observation is that the student-actor’s mental or psychological antenna picks up this obtrusive though covertly expressed suspicion of both his place and that of his art in high academia initiating intermittent dithering of his self-confidence. Albeit, for more than half a decade of the setting up of the Department of Theatre Arts here at UEW, it has been an exhilarating process of discovery for both facilitators and student-actors or student theatre-practitioners that no apology is owed for asserting their creative intellectual identity in a world where they still do exert a crucial influence as into which direction that defined world is headed. Drawing attention to the fact that the student-actor embodies language in action this paper is a reflective presentation of a typical Acting class orientation that positions student actors/performers as the creative intellectuals that they are.