In the last five years there has been a dramatic increase in perceived levels of antisocial behaviour amongst students in Secondary and National High schools in Papua New Guinea. Certain events have caught the public's attention, such as the burning down of school buildings and reports of Satanic worship. Despite widespread concern, there seems to be little understanding of why such problems are occurring and no systematic studies to estimate the exact extent of such behaviours or their underlying cause. The main objective of this study was to collect information about the students' perspectives on the nature and extent of these perceived problems. For ethical reasons, and with regard to ease of access to participants within the time frame of the study, data were collected from the first year student teachers at Madang Teachers' College, Papua New Guinea, who had been Secondary/National High school students only a few months previously. As this was an exploratory investigation, and it was not known whether participants would feel more at ease talking one-on-one with the researcher or in groups, two methodologies were used: focus group discussions and individual interviews. The research was conducted over a period of three weeks in June 2007, and involved a total of 21 participants (three focus groups of five, five and six people respectively, and six individual interviewees, one of whom also joined a group). The main findings to emerge from these discussions were as follows. First, the participants explained their own and other students' behaviour in terms of exploring old and new traditions of school life. Second, although several participants reported knowledge of supernatural practices, many of the group activities described in the discussions were normal activities among peer cliques that provided a sense of belonging and positive support for school achievement. There were no major differences in the stories told by male and female participants, and no obvious differences in the type of information provided under different research conditions. There was some disagreement among participants as to whether or not school authorities should take strong action to eliminate the possibility of cult practices. The findings are interpreted with reference to both Western psychological ideas about the nature of adolescence, and to local traditions, practices, and understandings of lifespan development. In particular, the notion of 'searching for identity' stands out in these accounts of student behaviour. This was an exploratory study and not designed to yield results that provide an overall picture of the situation in the Secondary/National High schools of Papua New Guinea. Nevertheless, participants' reports did relate to events experienced in the majority of PNG Secondary and National High schools, and some recommendations are tentatively offered.

Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom. Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion. Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices. The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively. A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data. The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies. Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion. The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices. The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education. Therefore, the special education policies developed at the national level had not trickled down to the school level. This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

[Truncated abstract] Globally, tropical rainforests are noted for their high biodiversity and key roles in carbon storage and influence on climate. Nevertheless, tropical deforestation in many parts of the world continues at an alarming rate. In Papua New Guinea (PNG), tropical rainforest is relatively well maintained, with about 70 % of the land area still covered by primary forest. However, PNG's native forests are coming under increasing pressure, particularly from selective logging for high quality timber. While the forests of PNG, and more broadly the entire New Guinea Island, are recognised as of high conservation and ecological significance, they remain grossly understudied with little knowledge of key ecosystem processes within lowland forests in particular. Such knowledge is urgently required if the impacts of logging and other land-use change are to be assessed and in order to develop sustainable management systems. This thesis investigated the impacts of logging on diversity and nutrient cycling in a lowland tropical rainforest growing on limestone soils in the area of the Mongi-Busiga Forest Management Agreement (FMA, which is a logging concession area), in northeastern PNG. These forests are on relatively young soils and provide a useful contrast to the majority of tropical forests. The research includes a four-year study of the recovery of diversity and structure after logging, and quantified forest structure, tree species diversity, forest biomass and productivity, and nutrient distribution and cycling. This thesis also examines the ecological sustainability of Eucalyptus deglupta plantations in Wasab, PNG as an alternative resource for timber and biomass energy. The thesis concludes with a discussion of long-term forest recovery and sustainable forest management in north-eastern PNG. Two adjacent one-hectare plots were established in lowland tropical rainforest at Mongi-Busiga FMA. One of these plots was subsequently selectively logged, one year after establishment. Before logging, the two one-hectare plots contained a total of 37 families, 70 genera and 110 tree species that were >5 cm in diameter at breast height. Mean basal area was 42.4 m2 ha-1. Two tree species, Madhuca leucodermis (Sapotaceae) and Pometia pinnata (Sapindaceae) accounted for ~60% of the total basal area. Gymnacranthera paniculata (Myristicaceae) was the most common species and accounted for 13% of individuals. ... This study concludes that the Mongi-Busiga forest has many unusual characteristics for a tropical forest, including relatively low diversity of tree species, high accumulation of P in the biomass, and N limitations, compared to other tropical rainforests. However, those extraordinary characteristics may be explained well by the underlying geology of young, marine-derived limestone. Sustainable management of the lowland tropical forests of PNG should consider the consequences of logging on nutrient cycling processes, with the possible significant removal of P from site with repeated logging, as well as the interactions between N and P in these systems. Establishment of Eucalyptus plantations on previously cleared land also has the potential to meet some of the timber and biomass energy requirements of northern PNG in ecologically sustainable manner.

This study is premised on the assumption that because of increased globalisation the trend towards strategic alliances is going to increase in the 21st century. This is evident in the phenomenal growth towards the establishment of alliances the world over despite high failure rates. The study also makes an important assumption that a major cause of alliance failure is managerial in nature and therefore relates to the task performed by alliance managers.Whilst research in the West has attempted to focus on such failings, few researchers have attempted to understand the state of alliances in developing country contexts as well as the reasons for the lack of their successes or otherwise. This study therefore seeks to fill this gap by exploring the managerial issues surrounding alliance management in a developing country, Papua New Guinea. It was found that alliance managers in countries such as Papua New Guinea faced managerial challenges similar to those in their counterparts in developing countries. However, the similary ends there.The research demonstrated that governmental and socio-cultural factors predominate in the national and local environments.It also found that resource deficiencies made alliances highly susceptible to misalignment in strategic intent and structure.Several other findings are discussed in detail. The research resulted in the development of a holistic approach to the study and management of strategic alliances. / Doctor of Philosophy (PhD)

Douglas was born in London in 1828 and migrated to New South Wales in 1851 where he represented both the Darling Downs and Camden districts in the New South Wales parliament before embarking on a lengthy parliamentary career in Queensland, one that culminated in the premiership from 1877 to 1879. He was subsequently appointed government resident for Thursday Island in 1885, a position he held until his death, nearly 20 years later, aged 76, in 1904. During this period he also served as special commissioner for the protectorate of British New Guinea, administering the territory prior to it being formally proclaimed a crown colony. Douglas’s involvement in Queensland public life was significant and encompassed the entire period from the colony’s formation in 1859 to the federation of the Australian colonies in 1901. In this respect, his career allows, through a study of his long, eventful and varied life, for this thesis to examine aspects of the development and progression of Queensland’s political system as a nascent yet robust, representative democracy, through most of the second half of the nineteenth century until the colony’s incorporation in the newly formed Commonwealth of Australia. This thesis argues that John Douglas was an uncompromising Liberal in an age of Liberalism, a principled politician in an era of pragmatic factionalism and shifting political allegiances. Perhapsbecause of this he was more popular with his electorate than with his parliamentary colleagues. Douglas’s contribution to Queensland life was in large measure shaped by his character and the formative influences on it. This included his aristocratic upbringing, his public school and university education, his abiding religious faith, a profound sense of fair play, and a desire to participate fully and selflessly in the life of the community he lived in, despite the vicissitudes of his personal life. As this thesis further demonstrates, an examination of Douglas’s life affords us an insight into an energetic, accomplished, erudite, and compassionate man. Yet while his intellectual curiosity, thirst for knowledge and wide-ranging interests marked him as a Renaissance man, he also had many failings, most noticeably that of extreme obstinacy. Therefore, this thesis will analyse Douglas’s convictions and beliefs while examining the strengths and flaws inherent in his character. It is because Douglas lived a life characterised by complexity and contradiction, leavened by a mixture of accomplishment and failure, that his life, and the times he lived in, are worthy of examination.

The importance of marine versus terrestrial foods in prehistoric Pacific and New Zealand diets, and the adaptation of the Polynesian diet to new enviroments, is examined through the analysis of the ratios in human bone of the stable isotopes of carbon, nitrogen and sulphur. In particular, this study seeks to obtain quantitative information which could provide answers to five main questions, relating to the subsistence focus of the early Lapita colonists in the Pacific, the significance of suger cane in the diets of early Pacific populations, the proportions of reef versus open ocean and terrestrial versus marine foods in these diets, and the identification of populations with pronounced marine or pronounced terrestrial diets. One hundred and nineteen samples of human bone from 13 sites throughtout the Pacific and New Zealand were processed. Nitrogen values were obtained directly from bone powder, while carbon values were determined from collagen produced by digesting bone powder in phosphoric acid. Sulphur evaluations were determined from a BaSo⁴ precipitate, produced after combustion of the collagen samples in a Parr bomb. Interpretation of results is approached from a comparative point of view, which enables the proportions of marine and terrestrial foods in the diets of each study group to be assessed in relation to the diets of all the other groups. Additional information on the composition of the diets is gained by comparing the stable isotope values obtained in this study with published values of other human populations, and of marine and terrrestrial plants and animals. The potential of stable isotope analysis to identify the composition of prehistoric New Zealand and Pacific diets is confirmed. A unique marine adaptation is revealed from the analysis of the Chatham Islands Moriori who appear to have focused almost exclusively on marine resources. In contrast, a highly terrestrial diet is suggested for groups from Nebira in Papua New Guinea and Lake Rotoiti in New Zealand.

The Review of the Five Year Education Plan (1976-1980) carried out by the Institute of Applied Social and Economic Research (IASER,1979) presented thoroughly researched, factual information regarding the standard of education in Papua New Guinea. The Review stated that there had been a decline in standards of education. It claimed that "there [was] the greatest need for a more highly skilled and dedicated professional group of teachers" (IASER,1979:61) and that considerable dissatisfaction had been noted at community level because of the "reported evidence that many Grade 6 leavers [were] illiterate" (IASER,1979:24). Since English is the nationally prescribed language of instruction at all levels of education, the standard achieved in English is particularly important. It has been shown that the skills students have in the use of English "stand out as contributing most in overall academic prediction" (Ord,1971:8). It is also claimed that a psycholinguistic analysis of oral reading miscues following the taxonomy of Goodman (1968,1971,1977) enables the researcher to examine the subject's total language competence and that such an analysis can reveal the degree of bilingualism achieved by second language learners (Allen,1976). The purpose of this study was therefore, to examine the oral reading of a large sample of first-year students at Teachers' College in Papua New Guinea. It was hypothesised that a pattern of strengths and weaknesses would emerge from the study of oral reading miscues (Goodman and Burke,1971). It was further hypothesised that an examination of the actual problems that were revealed by an analysis of the miscues would provide evidence to be used as the basis for recommendations to be formulated regarding the teaching of Reading in the Community Schools of Papua New Guinea and also regarding remedial and developmental emphases that might prove beneficial to students in the Teachers' Colleges. On the basis of this research it would appear that students at College level do have "serious reading problems" (Price,1973: 15) and that they are unable to read text judged to be College level with understanding. Students seemed to have achieved a certain degree of oral fluency in reading which could be the result of their skill in using the grapho-phonic and syntactic cueing systems. However, this fluency was found to cloak a lack of understanding of content. There was evidence that students achieved a relatively low level of comprehension when the readings contained concepts that were familiar; however, when the concepts contained in the passage were unfamiliar, the scores for Comprehension were significantly lower. During the retelling of passages read orally, students gave evidence of a relatively low level of facility in English expression. It was judged to be doubtful that in the period of their training those students could acquire the command of oral English considered indispensible for their profession in an education system where the English language is the medium of instruction. The students tested were the products of the present national policy of education through English from Grade One. While changes regarding the optimum academic level of students to be accepted into Teachers' Colleges, necessary inservicing of College Staff, appropriate Courses in Educational Psychology and English Language Method have been recommended, these can only be seen as remedial. In order to effect the desired change at the Teachers' College Level it would seem necessary to introduce change at the level of the Community Schools in the language of initial literacy.

The writer set out to evaluate the extent to which the Boards of Governors of six provincial high schools in the Highlands of Papua New Guinea were conforming with the provisions of the 1970 Education Act and subsequent Departmental directives. Interviews were conducted with senior officers of the Department of Education, members of the Boards of the six schools and Mission Agency personnel. Board meetings were observed by the writer and records of past meetings and Departmental files were examined. The writer has traced the development of community participation and the sharing of decision making in Papua New Guinea education up to 1970 when school Boards were established by the Education Act, as well as subsequent developments in the relationship between the Department of Education and Boards of Governors. Histories of the six schools used as case studies are given, including accounts of the establishment and development of their Boards of Governors. In only one function, student discipline, did the Boards appear to have a largely executive role. This function was regarded by most Board members as being the area in which their Boards did their most important work. In some of the other functions listed in the Act and in subsequent directives, the Boards' role was found to be only a partially executive one or an advisory or critical one. With some of the functions assigned to them, there was little or no involvement by the Boards. Although the Boards have continued to be viable and to contribute to the effective running of their schools, they were not being used to their full potential and there was a need for their relationship with emerging Provincial Governments to be defined. The writer collected suggestions for improvements in the operations of the Boards from the people interviewed and made further suggestions based on his own observations.

Thesis (M. Sc.)--University of Sydney, 1980. / Includes diagrams, graphs, tables. Bibliography: leaves 136-157. Also available in print form.

Despite social scientists' interest in globalization, mobility, the effects of colonialism, and the intercultural situations that result, little attention has been devoted to expatriates as a contemporary transnational group. This thesis is an enquiry into the ways eight individuals define themselves as expatriates, through their oral narratives of life in Papua New Guinea. The paper focuses on expatriates' characterizations of themselves in terms of: their communities; their relationships with locals; their status as foreigners in post-colonial Papua New Guinea; arid their experiences of mobility. Set against social scientific notions of expatriates and contemporary ideas of mobility and its relation to identity, expatriates' personal narratives indicate that scholarly depictions are too simplistic to access contemporary expatriates or the complex situations in which they live.