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Master of Science

This thesis describes an experiment involving guinea pigs' blood and the changes that occurred in the serum with the injection of an antigen. The serum was analyzed in complement titration tests.

Bibliography: leaves 145-159.

Doctor of Philosophy(PhD) / Menggwa Dla is a Papuan language spoken in Sandaun Province of Papua New Guinea and Kabupaten Jayapura of Papua Province, Indonesia. Menggwa Dla is a dialect of the Dla language; together with its sister language Anggor (e.g. Litteral 1980), the two languages form the Senagi language family, one of the small Papuan language families found in North-Central New Guinea. The main text of this thesis is divided into seven chapters. Chapter 1 introduces the linguistic, cultural and political landscapes of the Indonesia-Papua New Guinea border area where the Dla territory is located. Chapter 2 introduces the phonology of Menggwa Dla; described in this chapter are the phonemes, allophonic variations, phonotactics, morpho-phonological processes, stress assignment and intonation of the language. The inventory of phonemes in Menggwa is average for a Papuan language (15 consonants and 5 vowels). The vast majority of syllables come in the shape of V, CV or C1C2V where C2 can be /n/ /r/ /l/ /j/ or /w/. In C1C2V syllables, the sonority rises from C1 to V (§2.2.2). Nevertheless, there are a few words with word-medial consonant sequences like ft /ɸt/, lk /lk/, lf /lɸ/ or lk /lk/ where the sonority drops from the first to the second consonant; the first consonant in these sequences is analysed as the coda of the previous syllable (§2.2.3). Chapter 3 is an overview of the word classes in Menggwa Dla; the morphological, syntactic and semantic properties of the three major word classes (nouns, adjectives and verbs) and the minor word classes are compared in this chapter. Chapter 4 describes the properties of nouns and noun phrases; the person-number-gender categories, noun-phrasal syntax, nominal clitics and personal pronouns are outlined in this chapter. Menggwa Dla has a rich array of case, topic and focus markers which comes in the form of clitics (§4.5). Subject pronouns (‘citation pronouns’) only mark person (i.e. one for each of the three persons), whereas object and genitive pronouns mark person (including inclusive/exclusive first person), number, and sometimes also gender features (§4.6). Chapter 5 introduces various morphological and syntactic issues which are common to both independent and dependent clauses: verb stems, verb classes, cross-referencing, intraclausal syntax, syntactic transitivity and semantic valence. Cross-referencing in Menggwa Dla is complex: there are seven paradigms of subject cross-reference suffixes and four paradigms of object cross-references. Based on their cross-referencing patterns, verbs are classified into one of five verb classes (§5.2). There is often a mismatch between the number of cross-reference suffixes, the semantic valence, and the syntactic transitivity within a clause. There are verbs where the subject cross-reference suffix, or the object suffix, or both the subject and object suffixes are semantically empty (‘dummy cross-reference suffixes’; §5.3.2). Chapter 6 outlines the morphology of independent verbs and copulas. Verbal morphology differs greatly between the three statuses of realis, semi-realis and irrealis; a section is devoted to the morphology for each of the three statuses. Chapter 7 introduces the dependent clauses and verbal noun phrases. Different types of dependent verbs are deverbalised to various degrees: subordinate verbs are the least deverbalised, chain verbs are more deverbalised (but they mark switch-reference (SR), and sometimes also interclausal temporal relations), and non-finite chain verbs even more deverbalised. Further deverbalised than the non-finite chain verbs are the verbal nouns; verbal noun phrases in Menggwa Dla functions somewhat like complement clauses in English. In younger speakers speech, the function of the chain clause SR system has diverted from the canonical SR system used by older speakers (§7.2.2). For younger speakers, coreferential chain verb forms and disjoint-reference chain verb forms only have their coreferential and disjoint-referential meaning — respectively — when the person-number-gender features of the two subject cross-reference suffixes cannot resolve the referentiality of the two subjects. Otherwise, the coreferential chain verb forms have become the unmarked SR-neutral chain verb forms. At the end of this thesis are appendix 1, which contains four Menggwa Dla example texts, and appendix 2, which contains tables of cross-reference suffixes, pronouns, copulas and irregular verbs.

Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices. This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researcher’s employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning. In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants’ activities are ‘read like texts’, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants’ perspectives are sought to better understand how pedagogical discursive formations are assimilated with the ‘self’. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research. The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the ‘official’ language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers’ epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of ‘traditional’ and ‘modern’ epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling. The third and fourth sites examine reflective accounts of student teachers’ pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and ‘rational/autonomous’ conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report children’s progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education. Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the ‘disciplining’ effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various ‘intertexts’. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning. This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.

The goal of this record of study is to examine the major facets involved in managing several petroleum service projects located in three different countries in the Gulf of Guinea simultaneously, while effectively engaging in business development activities for the Oil and Industrial Services Group (OIS). This work also furnishes adequate background on related subject matters to enable understanding of the projects presented. The petroleum services sector is the back bone of the oil and gas industry. Services companies are vital to the success of all petroleum and energy producers in the USA, the Gulf of Guinea and the world. There is a need and demand for these service companies because they play various roles such as logistics, drilling, construction, dredging, pipe laying, procurement, food supply, human resource supply, etc. The Gulf of Guinea comprises of countries from west and central Africa. This project was limited to Nigeria, Equatorial Guinea and Cameroon. This area holds the largest petroleum reserves in Africa and plays a vital role in the global supply of petroleum. The Oil and Industrial Services Group (OIS), plans to establish herself as one of the leading petroleum service companies in this gulf. To manage this expansion, I have taken the role of Gulf of Guinea manager to apply my background as a petroleum engineer as well as my business skills to build a successful division of the company. This work provides a record of study of the management of services, projects and contracts carried out by the OIS group in the gulf of Guinea. The following are the specific projects in the Gulf of Guinea that I participated in: Managing delivering, maintenance and marketing of offshore vessels, Offshore pipe laying project, Integrated pipeline maintenance project, Development a petroleum technical training facilities, Agbami pipe insulation project, Engineering lift project and Capital budgeting analysis for potential investments. The details of the specific tasks of the job, including objectives, description, managerial role, nontechnical aspects, approaches, information sources, discussions and contributions are projected in the body of this literature.