This study investigated teaching and learning, and the classroom learning environment in which the electricity topic was taught by the regular class teacher within the prescribed Grade 9 syllabus in a Secondary School in Papua New Guinea. The study was motivated by the perceived problems students had with understanding science concepts and the lack of classroom-based studies that provide a better understanding of teaching and learning science and the influence of the classroom learning environment on students' learning. An interpretive with embedded case study was conducted in a Grade 9 class over a period of 12 weeks in which data was gathered using mixed and multiple methods. Findings of the study revealed the presence and influence of aspects of the indigenous traditional teaching and learning approach impacting on the formal modern Western oriented teaching and learning approach in this particular classroom. The study recommended that in order to maximise students' learning and understanding of science concepts in the classroom observed, cultural sensitivity should be incorporated in the pedagogy.

The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.

Against the backdrop of the historical failure of official development assistance to alleviate poverty in the Third World, this thesis examines the current approach of Western aid donors toward development. The thesis asks whether aid policy processes indicate a willingness, or capacity, on the part of official donors to more fully engage with the causal complexity of development, and so potentially improve development outcomes. Considering the case study of the Australian bilateral aid program to Papua New Guinea from both top-down and bottom-up policy perspectives, the thesis concludes that, in relation to Australia, there are significant structural and institutional impediments to change. The Australian Department of Foreign Affairs and Trade, and its interpretation of national interest, dominate high-level aid policy-making, even though the objectives of foreign policy and those of foreign aid differ. Australia's official development agency, AusAID, is limited in its capacity to legitimately challenge this dominance, not least because its use of contracted-out projects restrict its corporate knowledge and its ability to influence policy agendas and networks. Overcoming this impasse requires creative management on the part of senior public servants and non-governmental members of the aid policy community alike.

Thesis (M. Sc.) (Hons) -- University of Western Sydney, 2003. / "A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Hons.), University of Western Sydney, Australia, Water Research Laboratory, Centre for Water & Environmental Technology." Includes bibliography : leaves 168 - 183 and appendices.

Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 361-392.

Thesis (Ph. D.)--Michigan State University. Dept. of Anthropology, 1989. / Includes bibliographical references (p. 196-211).

This thesis is a descriptive grammar of Ambel [wgo], an endangered Austronesian (South Halmahera-West New Guinea) language. Ambel is spoken by approximately 1600 people on Waigeo, the largest island in the Raja Ampat archipelago (West Papua province, Indonesia). This grammar is based on naturalistic and elicited data, collected by the author from native speakers of Ambel. Ambel is a head-marking language, with basic SV/AVO constituent order. There are 14 native consonant phonemes and five vowel phonemes. Ambel has a tone system, in which /H/ syllables contrast with toneless syllables. Neither stress nor vowel length are contrastive. In verbal clauses, the subject of the clause is marked on the verb. This system makes a four-way number distinction (singular, dual, paucal, and plural), an animacy distinction in the third person, and a clusivity distinction in the non-singular first person. The Ambel noun phrase is mainly head-initial. There are five distinct morphosyntactic possessive constructions, the choice of which is primarily determined by a lexical specification on the possessed noun. Some nouns (including most body parts and some kin terms) are possessed in one of three constructions in which the person, number, and animacy of the possessor is marked directly on the possessed noun, while most other nouns are possessed in one of two constructions in which the possessor is marked on a prenominal possessive classifier. Within the clause, all negation particles and most aspect and mode particles are clause-final. There is no passive construction. Ambel has a rich system of spatial deixis, in which six different classes of deictic words (such as demonstratives, deictic prepositions, and deictic nouns) are derived from one of four demonstrative roots or 28 directional stems. Verb serialisation is used to express, among other things, purposive motion and changes of state. This thesis is the first major description and documentation of the Ambel language. As such, it will be of considerable interest to typologists and historical linguists, as well as others interested in the languages, cultures, and history of New Guinea. All of the data on which this grammar is based have been archived with both the Endangered Languages Archive, and the Center for Endangered Languages Documentation at Universitas Papua in Manokwari. The data will thus be available to future generations, including the Ambel community themselves.

No description available.

<p> An unlocalised collection of ammonites from West New Guinea is described and identified. These identifications afford the basis for determining the stratigraphic position of the fauna, which ext ends from the Sowerbyi Zone of the Middle Jurassic to the Upper Valanginian. The relations of the fauna to other ammonite faunas are described and indicate the ammonites in the present collection to be most closely related to the faunas of the Pacific Realm and Ethiopian province of the Tethyan Realm. A new genus, Sulaites is described and possible sexual dimorphism is detected therein. </p> / Thesis / Master of Science (MSc)

Cet ouvrage se penche sur le concept de conversion et évalue sa pertinence à la lumière de l'ethnographie d'une population de Papouasie occidentale, les Asmat. Son originalité tient au caractère récent de l'évangélisation (depuis 1953), à la transformation de pratiques culturelles asmat complexes telles que la chasse aux têtes, et à la présence simultanée de missionnaires catholiques et protestants (essentiellement croisiers et évangéliques). Réalisée en des circonstances politiques tendues, l'ouvrage compare ces derniers d'un point de vue anthropologique et ecclésiologique et leur influence réciproque sur les populations. Au-delà du champ strictement religieux, l'évangélisation se décline dans de nombreux domaines de la vie :architecture, dation du nom, organisation du temps, alimentation, sorcellerie, relations familiales, ancestralité, rapports entre l'homme et la nature, parures corporelles, sexualité, funérailles, etc. Complétant cette étude, il est proposé une anthropologie du missionnaire pionnier grâce à l'immersion du chercheur dans les communautés et les familles missionnaires. Enfin, les notions de "chrétien" et de "converti" sont au cœur d'une polémique divisant ceux qui se revendiquent de la foi chrétienne. Entre constructions théoriques connexes autour de la conversion apparaît un vide théorique qu'un nouveau concept s'apprête à combler :l'enchristianisation. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished