Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
“Who benefited more from the Transatlantic Slave Trade: Ghanaians or Europeans?” Ghana Ministry of Education and Sports:2008, 17). That’s the test question on the official government syllabus/standards for Ghanaian schools. The syllabus also lists the benefits of colonization and that list far outweighs the detriments. The lack of a broader understanding about the devastation brought on by the Transatlantic Slave Trade (TAST) is not exclusive to Ghana, but proves similar in the United States and likely throughout the world. Generally, the TAST appears lost in Trans-lation in secondary schools. The Transatlantic Slave Trade forms the most transnational exchange surrounding Africa and the African Diaspora. The TAST to the Americas relocated millions of people, killed untold more, treated them as property based on their melanin, caused many wars and affects the world today. To broaden our understanding of the pedagogies of the TAST, Ghanaian secondary teachers were interviewed, textbooks and the national standards were reviewed along with Ghana's role at the heart of the TAST with Cape Coast as a central embarking point. We discovered a lack of instruction about the transnational and contemporary impacts of the TAST at the secondary level. Through our study of the TAST’s instruction in Ghana’s secondary schools a need to expand how teachers inform students about the breadth of the TAST was discovered. This article will focus primarily on Ghana’s lack of transnational reach at the secondary school level due to the limits of standardized testing, the Ghana Educational Service’s syllabus, the textbooks utilized, assessments, poverty, teacher awareness and neocolonialism. This study also examines why transnational exchange in teaching the TAST proves essential in the secondary school classroom in Ghana and beyond.Ghana Ministry of Education. (2008). Teaching Syllabus for Social Studies Senior High School. Accra: Ghana Ministry of Education and Sports.[i]Teaching Syllabus for Social Studies, Senior High School, Ghana Ministry of Education and Sports, 2008, 17.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it