A formal syntactic analysis of agentivity in motion predicates in Ghanaian Student Pidgin (GSP)

The paper explores the syntactic structure of Agentive motion predicates in Ghanaian Student Pidgin (GSP), an English-lexified expanded pidgin spoken by (mostly male) students (and young adults) in Ghanaian secondary and tertiary educational institutions. I argue that GSP uses Serial Verb Constructions (SVCs) to encode Agentive motion predicates and propose syntactic analyses to account for the difference in interpretation between Initial Contact Agentives and Continuous Contact Agentives – despite the apparent similarity in their surface structures. The paper argues that though (in accordance with previous studies on agentivity Kratzer, 1996; Pylkkänen, 2008; Harley, 2013) GSP introduces the agent with an agentive vP in both Initial and Continuous Contact agentives, the difference in interpretation between the two results from an embedded make-clause in the underlying structure of Initial Contact agentives which is not present in Continuous Contact agentives.  The paper explores the syntactic structure of Agentive motion predicates in Ghanaian Student Pidgin (GSP), an English-lexified expanded pidgin spoken by (mostly male) students (and young adults) in Ghanaian secondary and tertiary educational institutions. I argue that GSP uses Serial Verb Constructions (SVCs) to encode Agentive motion predicates and propose syntactic analyses to account for the difference in interpretation between Initial Contact Agentives and Continuous Contact Agentives — despite the apparent similarity in their surface structures. The paper argues that though (in accordance with previous studies on agentivity (KRATZER, 1996; PYLKKÄNEN, 2008; HARLEY, 2013)) GSP introduces the agent with an agentive vP in both Initial and Continuous Contact agentives, the difference in interpretation between the two results from an embedded make-clause in the underlying structure of Initial Contact agentives which is not present in Continuous Contact agentives

Promoting Partnership with Traditional Authorities in Development Projects: A Model for Community Infrastructure Project Delivery in Ghana

Promoting partnership with traditional Authority Project (PPTAP) was designed to translate into reality the vision of having our traditional leaders play pivotal roles in community devel­opment. The project was to test the role that chiefs, queen mothers and other opinion leaders could play in the decentralization of community development. In spite of the presence of some challenges with respect to project implementation such as slow pace in the payment of coun­terpart fund contribution, this novelty achieved spectacular successes. This paper discusses the results of a questionnaire survey that looked at the role played by traditional authorities and community involvement in infrastructure development for 40 selected communities in Ashanti region under the PPTAP, with support from the International Development Agency (IDA) of the World Bank and the Government of Ghana. The paper concludes that the inclusion of tradi­tional authorities in beneficiary communities helped in an accurate identification of community needs, minimization of cost incurred and high-quality workmanship as well as strengthened ownership. For community based development, the paper recommends a Tripartite Partnership (TTP), where Traditional Authorities work in tandem with the Public and Private Sector to ensure sustainable national development. PPTAP presents an excellent framework for such TPP arrangements. Keywords: Traditional Authorities, Community Based Project, Infrastructure, Developmen

Teachers’ Perceptions on Women in STEM: Breaking the Stereotypes

Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls\u27 participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts were used to elicit teachers’ insights on gender stereotypes in education. A thematic analysis method was then employed to discuss strategies for challenging gender stereotypes in teaching practice from teachers’ discussion posts. Teachers recognize that gender stereotypes have been embedded in the social norms that influence teachers’ practice in an underlying way. Three promising strategies are identified to address gender stereotypes in STEM education, including integrating role models into the curriculum, developing a growth mindset, and promoting justice classroom discourse. We also discussed ways to support teachers in addressing gender stereotypes in their practices

Teaching Emergent Bilinguals: How In-service Teachers’ Perception of First Language Acquisition Theories Inform Practice

Different writers, linguists, and researchers present nuances in language acquisition theories. However, few studies explore in-service teachers’ voices in such discourses. It is, therefore, imperative to explore the voices of in-service teachers in such narratives as they teach emergent bilinguals (EBs) and culturally and linguistically diverse students. This paper examined how in-service teachers perceive First Language Acquisition (FLA) theories and how those perceptions influence teaching EBs and informing classroom practice. Centering on Freeman and Freeman’s discussion of five FLA theories (imitation, reinforcement, behaviorist, social interaction, active construction, connectionist), we argue that in-service teachers’ perceptions of first language acquisition theories impact how they teach and engage EBs in their classrooms. Findings show that in-service teachers consider the social interaction theory most beneficial to students’ language development. However, the precariousness of FLA theories makes it challenging for them to determine the best approach to teaching EBs. Additionally, teacher education programs and critical professional development (PD) courses are instrumental in fostering understanding and robust pedagogical mindsets and preparing teachers to meet the needs of emergent bilinguals. &nbsp

Cultural Models of Well-Being Implicit in Four Ghanaian Languages

This work is licensed under a Creative Commons Attribution 4.0 International License.This contribution to the collection of articles on “African Cultural Models” considers the topic of well-being. Reflecting modern individualist selfways of North American and European worlds, normative conceptions of well-being in hegemonic psychological science tend to valorize self-acceptance, personal growth, and autonomy. In contrast, given the embedded interdependence of everyday life in many West African worlds, one can hypothesize that cultural models of well-being in many Ghanaian settings will place greater emphasis on sustainability-oriented themes of material sufficiency and successful navigation of normative obligations. To explore this hypothesis, we interviewed local cultural experts who function as custodians of religion and an important source of support for well-being in many Ghanaian settings. We asked participants to identify and explain models of well-being implicit in four Ghanaian languages (Akan, Dagbani, Ewe, and Ga). Participants were 19 men and 15 women (age range 32–92 years; Mean = 59.83; SD: 14.01). Results reveal some features of local models, including good health and positive affective states, that appear to resonate with standard understandings of well-being in hegemonic psychological science. However, results also provide evidence for other features of local models – specifically, good living (including moral living, material success, and proper relationality) and peace of mind – associated with a sustainability or maintenance orientation to well-being.Volkswagen Foundation, Germany (94667

Conception and experience of well-being in two Ghanaian samples: Implications for Positive Psychology

We conducted two studies to explore Ghanaian understandings of well-being through a situation sampling method in which participants described situations that increased and decreased their well-being. Participants in Study 1 were 80 community members (Mean Age = 41.962; SD=13.900; 40 women, 40 men) who responded in the context of interviews through the medium of local languages. Coding analyses revealed that these situation descriptions emphasized sustainability-oriented themes of materiality (tangible support, economic hardship) and peace of mind (presence or absence of worry or strife) with greater frequency than growth-oriented themes of psychologization (growth, meaning, achievement) and affect (happiness, sadness). Participants in Study 2 were 125 students (Mean Age = 21.592; SD=2.759; 68 women, 57 men) at three universities in Ghana who responded via questionnaire in the medium of English. In contrast to the community sample, coding analyses revealed that the students’ situations emphasized growth-oriented themes of affect and psychologization with greater frequency than sustainability-oriented themes of materiality and peace of mind. We interpret these results within a theoretical framework that emphasizes the cultural-psychological foundations of well-being, and we consider implications for hegemonic perspectives of positive psychology

Evaluating the Influence of Plate Boundary Friction and Mantle Viscosity on Plate Velocities

Lithospheric plates move over the low‐viscosity asthenosphere balancing several forces, which generate plate motions. We use a global 3‐D lithosphere‐asthenosphere model (SLIM3D) with visco‐elasto‐plastic rheology coupled to a spectral model of mantle flow at 300 km depth to quantify the influence of intra‐plate friction and asthenospheric viscosity on plate velocities. We account for the brittle‐ductile deformation at plate boundaries (yield stress) using a plate boundary friction coefficient to predict the present‐day plate motion and net rotation of the lithospheric plates. Previous modeling studies have suggested that small friction coefficients ( urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0001, yield stress urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0002 MPa) can lead to plate tectonics in models of mantle convection. Here we show that in order to match the observed present‐day plate motion and net rotation, the frictional parameter must be less than 0.05. We obtain a good fit with the magnitude and orientation of the observed plate velocities (NUVEL‐1A) in a no‐net‐rotation (NNR) reference frame with urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0003 and a minimum asthenosphere viscosity of urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0004 Pas to 1020 Pas. Our estimates of net rotation (NR) of the lithosphere suggest that amplitudes urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0005 ( urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0006/Ma), similar to most observation‐based estimates, can be obtained with asthenosphere viscosity cutoff values of urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0007 Pas to urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0008 Pas and friction coefficients urn:x-wiley:15252027:media:ggge21498:ggge21498-math-0009

Effects of upper mantle heterogeneities on the lithospheric stress field and dynamic topography

The orientation and tectonic regime of the observed crustal/lithospheric stress field contribute to our knowledge of different deformation processes occurring within the Earth's crust and lithosphere. In this study, we analyze the influence of the thermal and density structure of the upper mantle on the lithospheric stress field and topography. We use a 3-D lithosphere–asthenosphere numerical model with power-law rheology, coupled to a spectral mantle flow code at 300 km depth. Our results are validated against the World Stress Map 2016 (WSM2016) and the observation-based residual topography. We derive the upper mantle thermal structure from either a heat flow model combined with a seafloor age model (TM1) or a global S-wave velocity model (TM2). We show that lateral density heterogeneities in the upper 300 km have a limited influence on the modeled horizontal stress field as opposed to the resulting dynamic topography that appears more sensitive to such heterogeneities. The modeled stress field directions, using only the mantle heterogeneities below 300 km, are not perturbed much when the effects of lithosphere and crust above 300 km are added. In contrast, modeled stress magnitudes and dynamic topography are to a greater extent controlled by the upper mantle density structure. After correction for the chemical depletion of continents, the TM2 model leads to a much better fit with the observed residual topography giving a good correlation of 0.51 in continents, but this correction leads to no significant improvement of the fit between the WSM2016 and the resulting lithosphere stresses. In continental regions with abundant heat flow data, TM1 results in relatively small angular misfits. For example, in western Europe the misfit between the modeled and observation-based stress is 18.3°. Our findings emphasize that the relative contributions coming from shallow and deep mantle dynamic forces are quite different for the lithospheric stress field and dynamic topography

COVID-19 pandemic and dental practice in Ghana

With the advent of the COVID-19 pandemic, healthcare systems and their provision of care has globally been challenged, including the delivery of Oral healthcare. In Ghana, it has become imperative that healthcare delivery including the practice of Dentistry and its sub-specialties be re-oriented in our peculiar setting to ensure minimal risk of spread of the infection. This article discusses the impact of COVID-19 on the practice of Dentistry in the country