St. Ambrose College of Education

Blood pressure (BP) control is a global health issue with an increase in BP beyond the normal BP leading to different stages of hypertension in humans and hence the need to identify risk factors of BP for efficient and effective control. Multiple BP measurement have proven to provide BP readings close to the true BP status of the individual. In this study, we used multiple BP measurement data on 3809 Ghanaians to determine risk factors associated with BP. The data were obtained from World Health Organization study on Global AGEing and Adult Health. We defined high blood pressure (HBP) as [Formula: see text] 130/80 mmHg or normal as [Formula: see text] 130/80 mmHg. We provide summary statistics and also used the Chi-Square test to assess significance of association between HBP versus risk factors of HBP. The aim of this study is to identify risk factors of BP using the mixed effects logistic regression model. Data were analyzed using R version 4.2.2. The results showed that the risk of high blood pressure (HBP) decreases across the three measurement periods. There is reduced risk (OR = 0.274, 95% CI = 0.2008, 0.405) of HBP among male participants relative to female participants. The risk (OR = 2.771, 95% CI = 1.8658, 4.1145) of HBP increased by 2.771-folds among those who are 60 years and above relative to those below the age of 60 years. Those whose work involves/requires vigorous exercise has 1.631-fold increase in the risk (OR = 1.631, 95% CI = 1.1151, 2.3854) of HBP relative to those whose work does not involve vigorous exercise. There is approximately 5-folds increased in the risk (OR = 4.896, 95% CI = 1.9535, 12.2268) of among those who have ever been diagnosed with diabetes. The results also revealed high risk (OR = 1.649, 95%CI = 1.1108, 2.4486) of HBP among those who have formal education. The risk (OR = 1.009, 95% CI = 1.0044, 1.0137) of HBP increases with increasing weight and a reduced risk (OR = 0.996, 95% CI = 0.9921, 0.9993) of HBP with increasing height. We found that sad experience, either mild, moderate or severe, is associated with a reduced risk of HBP. Those who have vegetable servings at least 2 cups per day have increased risk of HBP and those who have fruits servings at least 2 cups per day is associated with a reduced risk of HBP, however this is not statistically significant. To achieve success in BP control, programs should be designed with the aim of reducing weight, educate those with formal eduction on issues relating to HBP. Those whose work requires vigorous exercise are recommended to have regular check-ups to ensure that pressure build-up in the lungs is cleared. SBP is lower for women at young age but continue to increase after menopause as their BP increase becomes salt-sensitive. Hence there is need to give more attention to menopausal women so as to improve BP. Both young and old individuals are recommended to practice regular exercise since this has shown to reduce risk of being overweight or becoming diabetic and reduces the risk of HBP at yong age and old age. Also, to improve blood pressure control, programs for management of blood pressure or hypertension should focus more short stature individuals since such people are more likely to experience HBP.

BACKGROUND: In sub-Saharan African context, effect of system, institutional and client-level factors on formal healthcare utilisation among older adults with low income, especially those under a social protection scheme (called Livelihood Empowerment against Poverty [LEAP] programme) is least explored in the literature. However, an adequate understanding of how these factors contribute to formal healthcare utilisation among older adults who are classified as poor (in terms of low income) is important to inform health policy decisions. The aim of this study, therefore, was to examine the contributions of system, institutional and client-level factors in formal healthcare utilisation among older adults with low income under the LEAP programme in Ghana. METHODS: Data associated with this study were obtained from an Ageing, Health, Lifestyle and Health Services survey conducted between 1 and 20 June 2018 (N = 200) in the Atwima Nwabiagya Municipal and Atwima Nwabiagya North District of Ghana. Multivariable logistic regressions were used to determine system, institutional and client-level factors associated with formal healthcare utilisation among older adults with low income under the LEAP programme in Ghana. The significance of the test was set at a probability value of 0.05 or below. RESULTS: The study revealed that participants who relied on the LEAP programme and/or health insurance subscription to cater for their healthcare expenses (AOR: 11.934, CI: 1.151-123.777), those whose family/caregivers decided on when and where to use formal healthcare (AOR:12.409; CI: 2.198-70.076) and those who did not encounter communication problem with healthcare providers (AOR: 1.358; CI: 1.074-3.737) were significantly more likely to utilise formal healthcare services compared with their counterparts. The study further found that participants who perceived the attitude of healthcare providers as poor (AOR: 0.889; CI: 0.24-0.931) and those who spent 20-40 minutes at the healthcare facility were significantly less likely to utilise formal healthcare services compared with their counterparts (AOR: 0.070; CI: 0.006-0.195). CONCLUSION: Our findings suggest that reducing waiting time at healthcare facilities, improving social protection and/or health insurance schemes, improving patient-doctor communication and promoting attitudinal change programmes (such as orientations and supportive supervision) for healthcare providers may help to facilitate the use of needed formal healthcare services by older adults with low income in Ghana.

Reflective teaching is a significant element in pre-service teachers’ initial training programmes as well as teachers’ continuous development activities. It has been widely acknowledged by many researchers as an approach that promotes teachers’ professional development and improves the quality of teaching and learning. The research sought to uncover the use of reflective teaching by tutors in a College of Education in Ghana. It is qualitative research based on the phenomenological research design, which implements constructivist ideas. Participants were purposively sampled in view of their professional and academic backgrounds and experiences. Data was generated via the conduct of semi-structured interviews with the participants. The data was analyzed in relation to the research questions that guided the study. The research revealed that the tutors had a clear understanding of reflective practice and considered it a vital approach that enables tutors to identify weaknesses in the teaching process, and adopt mechanisms to assuage the weaknesses to engender learners’ understanding and performance. The research confirmed reflective practice as a powerful, durable, and effective agent of quality educational change and therefore urged tutors to recognise and employ it as a tool to facilitate effective teaching and learning to help in the attainment of national educational goals. It suggests that reflective practice be habitually and constantly applied by tutors in their preparation; teaching and evaluation of instructions to enable them successfully achieve the instructional objectives and have an improvement in pre-service teachers’ performance.

This paper reports on a study that sought to improve pre-service science teachers’ performance in the International Union of Pure and Applied Chemistry (IUPAC) nomenclature of aliphatic hydrocarbons using flipped classroom instructional approach (FCA). The study employed a single group pre- and post-test action research design. The sample size consisted of forty-five (45) 1st year pre-service science teachers of Foso College of Education (FOSCO) taking the Introduction to Organic Chemistry I course. A purposive sampling technique of the non-probability sampling procedure was used to select the pre-service science teachers in an intact class. Pre-Service Science Teachers’ Hydrocarbon Concept Diagnostic Test and Pre-Service Science Teachers’ Hydrocarbon Concept Achievement Test were the research instruments used to collect the data. The instruments were pilot-tested at St. Ambrose College of Education and the reliability index found to be 0.75 for the pre-intervention test and 0.78 for the post-intervention test. After 9 weeks of engaging pre-service science teachers through in-class face-to-face activities and out-of-class online interaction of teaching and learning IUPAC nomenclature of aliphatic hydrocarbons, it came to light that pre-service science teachers’ performance had improved greatly after they have been exposed to FCA as an intervention strategy. It was recommended that College of Education chemistry tutors should adopt newly interactive and innovative instructional strategies such as the FCA so as to help pre-service science teachers overcome challenging chemical concepts like the IUPAC nomenclature and other difficult chemistry concepts in and out of colleges or schools.

This study is mainly about using GeoGebra as a tool for improving mathematics instruction and learning by Ghanaian teachers. The quantitative method was employed for the study and the descriptive statistics of the study were the mean, standard deviation, percentages, and frequencies were used. Two-way analysis of variance (ANOVA) was used in answering the Hypothesis test. The sample size for the study comprised 10 junior high schools and 13 primary schools. A total of 74 samples made of mathematics teachers were used of which 40 were junior high teachers and 34 were primary school teachers. A questionnaire with 10 questions/items with 4 options or 4 Likert scales for each was used in measuring the use of GeoGebra as a tool to improve mathematics instructions or learning by Ghanaian teachers (primary teachers and junior high school teachers). The study indicated that teachers believe that GeoGebra could effectively improve mathematics instruction and learning in the classroom. It also showed that teachers are ready to learn and adopt the use of technology (ICT) in their lesson delivery.

This study examined the awareness level of chemistry tutors on gender responsive instructional approaches, and the extent to which the tutors apply gender responsive teaching practices in chemistry lessons at St. Ambrose College of Education in Ghana. A case study design was adopted for this study. Non-probability sampling techniques were used for the study. Specifically, the quota sampling and the purposive sampling procedure were adopted for the study. Purposive sampling procedure was used to select two chemistry tutors and a vice principal of the college. The student population was 72. Quota sampling was used to select 20 % of 38 females and 20 % of 34 males for the study. The sample for the study was 18. An interview guide and structured observation checklists were the main instruments used for the data collection. To determine the reliability of the interview questions and observation guide for both students and tutors, pilot test was conducted at Foso College of Education. Manual analysis was used to analyse the data. Thematic analysis was used for the analysis. The findings from the study revealed that chemistry tutors have adequate knowledge in gender instructional approaches because of regular professional development sessions. The vice principal, chemistry tutors and students identified the lack of chemistry laboratory, unsuitable classroom set up and desks and the weak guidance and counselling unit as the major hindrances to effective implementation of gender responsive instructional approaches during chemistry lessons. It was recommended that ergonometric desk, guidance and counselling unit, adequate teaching learning resources and chemistry laboratories should be provided to enhance effective implementation of gender pedagogy during chemistry lessons. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0902/a.php" alt="Hit counter" /></p>

The variety of English used in Ghana is not the same as the one used in Britain, America or Nigeria. There seem to be observable differences in Ghanaian English pronunciation, semantics, lexis and grammar which have led to two opposing views. The first group sees those differences as errors that need to be corrected. The second group, on the other hand, believes that not all the differences are errors. Rather, there are some acceptable differences which distinguish the variety of English used in Ghana. It is against this background that the study sought to identify and describe some phonological differences in educated Ghanaian English to contribute to the on-going debate on Ghanaian English. Using Kachru’s ‘Nativisation Theory’, the research argues that there is a Ghanaian variety of English characterized by unique phonological features such as difficulty in pronouncing dental fricative sounds /ð/ and / θ/. To support this argument, instances of “Ghanaianisms” were collected from spoken sources and analysed. A text was read by participants and recorded into a Speech Analyser and described qualitatively. The study has confirmed that, the phonological differences in the English in Ghana are mainly brought about by nativisation process. It is believed that the study will contribute to the on-going debate on Ghanaian English and its codification.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>

This paper conceptualizes as well as theorizes how Professional Learning Communities (PLCs) demonstrate democratic principles using John Dewey’s philosophy of education and democracy. The study reviewed the meaning of democracy and its characteristics and highlighted PLCs as social spaces for building democracy in schools. Also, the study explored whether a relationship existed between PLCs and democracy as ideally conceived. The reason behind this exploration was to ascertain whether the environment created in schools and the activities of teachers in their PLC groups serve as core components of establishing PLCs. The study revealed that the formation and implementation of PLCs truly illuminate democratic principles because all teachers take an active part in discussions and deliberations in matters affecting them; members remain committed to the course of the group and the school system because they feel as part; respect and tolerate the views of others, especially minority views and; take part in the decision-making process of the group. The nurturing of these ideals develops informed democratic citizens who would be capable of influencing local, state, and national level decisions and policies. These principles could also be passed on to their students.

The study aimed at examining farmers’ perceptions on the impacts of climate change on food crops and the farming practices that contribute to climate change (CC) in Bibiani – Ahwiaso – Bekwai municipality of Western North Region of Ghana. Qualitative and quantitative methods were used for this study. The population of the study consisted of the number of households in six communities (Hwenampori, Wenchi, Tanoso, Awaso-Asempanaye, Kunkumso, and Sefwi Bekwai), officials from MoFA, GMA, and heads of households who are food crop farmers from the study area. Simple random and purposive sampling techniques were used to select respondents for the study. 231 respondents were selected and contacted for information to aid them in the study. The main instruments for data collection were the administration of questionnaires to farmers, organization of focus group discussions with key informants, the use of structured interview guides on MoFA directorates and direct observation of some farms. The primary and secondary data were sourced mainly from household heads from the study communities who are in the production of maize, cassava, and plantain. Pearson Chi-Square and Cross-tabulation of the IBM SPSS Version 20 were also used in performing descriptive statistical analysis. The study revealed that the output of maize, cassava, and plantain have all proved to be negatively impacted by changes in rainfall and temperature patterns with a more significant impact observed from maize responses to temperature. The study also indicated that the impact of climate change may affect the crops at any stage of the production process right from the land preparation to the maturity stage of crops but the more profound effect is observed at fruit development and maturation stages. The study indicated that changes in temperature affect crop yield, especially during the fruit/seed development stage. The study revealed that most farmers (about 92.2%) have observed climate change in the study area and indicated events like unpredictable rainfall patterns, excessively high temperatures and strong winds. It is recommended that capacity building and awareness creation should be enhanced by GMA and MoFA through the media to ensure that communication about climate change and food security is meaningful. This means that education on diversification of farming methods has not been enough if there is any at all in the area. Awareness creation, therefore, allows people to make informed and responsible decisions toward sustainable farming practices which will lead to food security and also environmental sustainability.

Purpose: The purpose of this article is to examine the unique challenges faced by choir directors in Ghana and provide recommendations for managing and thriving in this context. It aims to highlight the importance of resilience, resourcefulness, and cultural sensitivity in navigating the funding constraints, limited resources, intense competition, and cultural expectations that characterize the Ghanaian choir environment.
 Methodology: The methodology used in this article is not explicitly stated. However, the recommendations and insights provided are based on a combination of scholarly research, professional experiences, and observations related to choir management in Ghana. The authors gathered data through a literature review, interviews, and observations to understand the challenges faced by choir directors and identify effective strategies for managing them.
 Findings: The findings of this study suggest that choir directors in Ghana can overcome challenges and contribute to the country's musical heritage by implementing specific strategies. These include seeking diverse funding sources, engaging with local businesses, cultural organizations, and government agencies for financial support, promoting the unique qualities of their choirs, and emphasizing cultural authenticity, repertoire diversity, and innovative performances to attract audiences and sponsors.
 Recommendations: The theoretical ideas that informed this article's recommendations and the actual experiences that took place in the Ghanaian choir context validated them. The authors likely drew upon their expertise, scholarly research, and consultation with practitioners to develop and validate these recommendations. They should seek diverse funding sources, engage with local businesses and organizations, and promote the unique qualities of their choirs to attract audiences and sponsors. Policymakers are encouraged to support the development and sustainability of choirs in Ghana by recognizing their cultural significance and providing financial and logistical support. Policies that promote the arts, cultural preservation, and community engagement can contribute to the growth and success of choirs. Additionally, policies addressing funding constraints and resource limitations can alleviate some of the challenges faced by choir directors, enabling them to thrive and contribute to Ghana's musical landscape. The article aims to inspire and guide directors in managing choirs in Ghana, highlighting the potential for cultural enrichment and artistic excellence within this unique context.

The study investigated the effect of parental involvement in education on students’ academic achievement in the Sekyere South District of Ghana. The study through purposive sampling technique sampled 363 parents. The study used a questionnaire to collect primary data from the parents. Secondary data on students’ academic achievements over two years (2020/2021 and 2021/2022 academic years) were obtained from the Academic Units of the selected schools. Results show that the majority of parents were not communicating vital information to school authorities or teachers from time to time, did not support student ICT learning in the schools, did not help their students with their home learning and failed to discuss their students’ academic performances with teachers. However, the majority of parents attended school programmes, provided learning materials for their students, requested extra classes for their students, and were involved in the selection of textbooks for their students. This study found a strong significant positive correlation between parental involvement in education and students’ academic achievement. All the components of parental involvement in education impacted students’ academic achievement.

- Cloud Computing is an emerging and a popular technology that allows users to access and process Information from a remote location. These users use mobile applications to offload sensitive data over a network especially, the Internet to cloud. They are security and privacy issues that threaten data that is offloaded to cloud. One such problem is unauthorized access. Over the years, cloud administrators have put in place measures including encryption to prevent unauthorized access. However, there is no mechanism in place to prevent cloud administrator access to customer's data. This study therefore proposed Steganography which involves hiding the existence of information to enhance the data security of Mobile Cloud users. The study implemented the proposed system using audio Steganography with Least Significant Bits (LSB) Insertion. The implemented system was analysed in MATLAB. The results showed that the proposed system recorded a high Peak Signal to Noise Ratio (PSNR), low Mean Square Error (MSE) and high Embedding Capacity as compared to previous systems

The role of indigenous musical performances in traditional festivals has been very significant in the lives of Africans. In Ghana, some of such festivals are pivoted on particular distinctive natures of the indigenous music. One of such musical genres is the Abele music performed by the people of Yeji in the Bono-East region of Ghana. This music is formalized in the context of the Kajoji festival celebrated annually by the community. Through ethnographic research design, the study documents the role of Abele music in the context of the Yeji Kajoji annual festival. The reason is to add to the literature of traditional music scholarship in Ghana while the source materials from the music can be used in the music classroom for music learning. In dealing with the study, participant’s observation and interview were used to collect the needed data. Participants for the study included some purposely selected members of the Abele musical ensemble as well as the paramount chief of the area. It was found out that the Kajoji festival is a very vital mainspring of the traditional education and the remit of the people’s culture while the Abele music serves as the side attraction of this festival.

<p>This corroborative study is based on research findings by Obeng Gyasi’s (1997) ‘An analysis of the linguistic situation in Ghana,’ and Akpanglo-Nartey & Akpanglo-Nartey’s, ‘Some Endangered Languages of Ghana’ (2012). Three indigenous Ghanaian Languages (<em>Ewutu-Efutu, Ga </em>and<em> Dangme</em>) were studied by Akpanglo-Nartey (2012) and the conclusion was that “<em>a lot of the indigenous languages of Ghana are in danger and could even be lost in the next few generations</em>”. Again, Obeng Gyasi (1997: 78) in his concluding remarks stated that, “<em>in fact, there are quite a number of Ghanaian languages that one can conveniently label as threatened or embattled</em>”. To ascertain the extent of damage done to both Ga and Dangme Languages, the researchers used <em>UNESCO Language Vitality & Endangerment Assessment Tool (2003)</em><strong> </strong>to assess the Ga-Dangme Language along two dominant languages used in Ghana; <em>Akan</em> and <em>English Language</em>. Observation was used as a tool to collect data and then analysed qualitatively. The results confirmed that indeed, the Ga-Dangme Language is ‘<em>definitely endangered</em>’ because the language is used mostly by very few speakers, of parental generation up. Finally, the paper suggests ways in which Ga-Dangme could be preserved from further damage or loss. Ultimately, this paper has implications for further research on language extinction.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0999/a.php" alt="Hit counter" /></p>

This study examines how teaching and learning of Performing Arts incorporate digital devices in lesson preparation, lesson delivery, and reflection at the pre-tertiary level. Using a case study, the research examines how Performing Arts pre-service teachers of St. Ambrose College of Education who are on attachment (teaching practice) use technology to support and enhance teaching and learning. Respondents sampled from the population were observed while they taught in the classroom and interviewed. Findings indicate that the use and choice of digital devices is dependent on action learning and adult learning principles and incorporating digital devices in instruction enhances teaching. However, both conclusions are dependent on the accessibility and availability of digital devices to both teachers and learners. Consequently, the lack of access to and availability of digital devices negatively impacts the use of digital devices and vice versa. This study recommends that teachers are exposed to practical application of Information and Communication Technology (ICT) during their time at the College of Education and that stakeholders ensure that teachers and learners have access to digital devices.

Mathematics has a positive impact on the world, but students' performance in the subject is declining. Many researchers believe that one of the causes of this decline is the lack of qualified teachers. To investigate this further, a study was conducted in the Asunafo North Municipality to examine the effect of teacher qualifications on students' performance in mathematics classrooms. A descriptive survey research design was utilized to conduct this study which included 76 respondents, consisting of 60 students (WASSCE candidates) and 16 final year mathematics teachers. This was done through a purposive sampling technique for the sample of teachers and a simple random sampling for the selecting of the WASSCE students. Data was collected through questionnaires and interviews, and analyzed using IBM SPSS version 23. Descriptive statistics such as frequencies, percentages, mean, and standard deviation were used, as well as paired samples T-test to answer the hypothesis testing. The results of the study showed that students taught by highly qualified teachers performed better than those taught by less qualified teachers. This indicates that teacher qualification has a significant impact on students' performance in mathematics. The study concludes that teacher qualification is a major factor affecting students' academic performance in mathematics. Based on the findings, it is recommended that education stakeholders in Ghana, including the Ministry of Education, should employ only qualified teachers who are graduates or masters’ holders with teaching qualifications to teach mathematics at the SHS level.

Ethnomusicology has an important mission of providing a body of musical knowledge that can be drawn on by artist-composers, performers, dancers as well as scholars in the field of music. The paper therefore presents an outcome of a creative ethnomusicological study of abele music among the Yeji people of the Bono-East Region in Ghana. Using Euba’s theory of creative ethnomusicology and Nketia’s concept of syncretism, the study highlights the indigenous elements of abele musical genre and unearths the process where these elements were used to create a musical artefact called Abelengro. Data for the study were collected through observation and adopted definitive analysis to provide the materials for the composition. The study revealed that Abele music contains rich source materials for creating a neoclassicism of African traditional music that could be enjoyed by a wide range of people. It is envisaged that these rich indigenous musical elements and idioms are harnessed by contemporary art musicians to achieve the uniqueness of African identity in art music compositions in Ghana.

The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

Many perceive Religious and Moral Education (RME) as an accessible subject for educators, often deemed manageable without specialisation. This misconception has led to numerous educators entering the profession with limited experience and insufficient qualifications. Consequently, the teachers predominantly focus on Christianity, while many topics in Islam and African traditional religions are often neglected. This imbalance adversely affects students’ understanding of the curriculum’s aims. This paper adopts a quantitative approach to investigate the subject-matter knowledge of RME educators in Colleges of Education within the Bono Region of Ghana, evaluating their qualifications and pedagogical skills. The paper revealed that RME teachers in the Colleges of Education within the Bono Region exhibit a commendable level of knowledge and capability concerning the RME curriculum. Their understanding of critical elements related to subject-matter knowledge qualifies them as competent educators in this field. This paper is significant because its findings offer critical insights for the Ghana Education Service and policymakers, highlighting the urgent need to improve quality and qualifications among RME educators to improve educational standards in Ghana. Keywords: Ghana, Colleges of Education, RME, Subject-matter Knowledge, Effective Delivery.