A sequence stratigraphic study was conducted on the Mendi and Darai Limestone Megasequences in the foreland area of the Papuan Basin in Papuan New Guinea. It involved the integrated use of seismic, wireline log, well core and cuttings, strontium isotope age and biostratigraphic data. This study enhanced the understanding of the structure, stratigraphy and depositional architecture of the limestones, and the morphology of the basin at the time of deposition. The results of the study were integrated with published geological and tectonic models for the Papuan Basin to develop a consistent and coherent model for the depositional history of the limestones. Eleven third-order sequences were delineated within the Mendi and Darai Limestone Megasequences. Eight depositional facies were interpreted across these sequences, namely deep-shelf, shallow-shelf, backreef, reef, shoal, forereef, basin margin and submarine fan facies. Each facies was differentiated according to seismic character and geometry, well core and cuttings descriptions, and its position in the depositional framework of the sequence. Deposition of the Mendi Limestone Megasequence commenced in the Eocene in response to thermal subsidence and eustatic sea-level rise. Sedimentation comprised open-marine, shallow-water, shelfal carbonates. During the middle of the Oligocene, the carbonate shelf was exposed and eroded in response to the collision of the Australian and Pacific Plates, or a major global eustatic sea-level fall. Sedimentation recommenced in the Late Oligocene, however, in response to renewed extensional faulting and subsidence associated with back-arc extension. This marked the onset of deposition of the Darai Limestone Megasequence in the study area. The KFZ, OFZ and Darai Fault were reactivated during this time, resulting in the oblique opening of the Omati Trough. Sedimentation was initially restricted to the Omati Trough and comprised deep and shallow-marine shelfal carbonates. By the Early Miocene, however, movement on the faults had ceased and an extensive carbonate platform had developed across the Gulf of Papua. Carbonate reef growth commenced along topographic highs associated with the KFZ, and led to the establishment of a rimmed carbonate shelf margin. Shallow to locally deeper-marine, shelfal carbonates were deposited on this shelf, and forereef, submarine fan and basin margin carbonates were deposited basinward of the shelf margin. The Uramu High and parts of the Pasca High became submerged during this time and provided sites for pinnacle reef development. During the middle of the Early Miocene, a major global eustatic sea-level fall or flexure of the Papuan Basin associated with Early Miocene ophiolite obduction subaerially exposed the carbonate shelf. This resulted in submarine erosion of the forereef and basin margin sediments. Towards the end of the Early Miocene, however, sedimentation recommenced. Shallow-marine, undifferentiated wackestones and packstones were deposited on the shelf; forereef, submarine fan and basin margin sediments were deposited basinward of the shelf margin; and reef growth recommenced along the shelf margin and on the Pasca and Uramu Highs. By the end of the Early Miocene, however, the pinnacle reef on the Pasca High had drowned. During the middle of the Middle Miocene, subtle inversion associated with ophiolite obduction subaerially exposed the carbonate shelf, and resulted in submarine erosion of the forereef and basin margin sediments. Sedimentation recommenced towards the end of the Middle Miocene, however, in response to eustatic sea-level rise and flexure of the crust associated with foreland basin development. Shallow marine, undifferentiated wackestones, packstones and grainstones were deposited on the shelf; carbonate shoals were deposited along the shelf margin; and forereef, submarine fan and basin margin carbonates were deposited basinward of the shelf margin. Carbonate production rapidly outpaced accommodation space on the shelf during this time, resulting in highstand shedding and the development of a large prograding submarine fan complex basinward of the shelf margin. By the Late Miocene, carbonate deposition had ceased across the majority of the study area in response to a major global eustatic sea-level fall or inversion associated with terrain accreation events along the northern Papuan margin. Minor carbonate deposition continued on parts of the Uramu High, however, until the middle of the Late Miocene. During the latest Miocene, clastic sediments prograded across the carbonate shelf, infilling parts of the foreland basin. Plio-Pleistocene compression resulted in inversion and erosion of the sedimentary package in the northwestern part of the study area. In the southeastern part of the Papuan Basin, however, clastic sedimentation continued to the present day.

In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

Disasters, emergencies, incidents, and major incidents - they all come back to the same thing regardless of what they are called. The common denominator is that there is loss of life, injury to people and animals and damage and destruction of property. The management of such events relies on four phases: 1. Prevention 2. Preparation 3. Response 4. Recovery Each of these phases is managed in a different way and often by different teams. Here, concentration has been given to phases 2 and 3, with particular emphasis on phase 3, Response. The words used to describe such events are often related to legislation. The terminology is detailed later. However, whatever the description, whenever prevention is not possible, or fails, then the need is to respond. Response is always better when the responders are prepared. Training is a major part of response preparation and this book is designed to assist those in the health industry who need to be ready when something happens. One of the training packages for responders is the Major Incident Medical Management and Support (MIMMS) Course and this work was designed to supplement the manual prepared by Hodgetts and Macway-Jones(87) in the UK. Included is what the health services responder, who may be sent to an event in which the main concern is trauma, should know. Concentration is on the initial response and does not deal in any detail with hospital reaction, the public health aspects, or the mental health support that provides psychological help to victims and responders, and which are also essential parts of disaster management. People, in times of disaster, have always been quick to offer assistance. It is now well recognised however, that the 'enthusiastic amateur', whilst being a well meaning volunteer, isn't always what is needed. All too often such people have made things worse and have sometimes ended up as victims themselves. There is a place now for volunteers and there probably always will be. The big difference is that these people must be well informed, well trained and well practiced if they are to be effective. Fortunately such people and organisations do exist. Without the work of the St John Ambulance, the State Emergency Service, the Rural Fire Service the Red Cross and the Volunteer Rescue Association, to mention only a few, our response to disasters would be far less effective. There is a strong history of individuals being available to help the community in times of crisis. Mostly these people were volunteers but there has also always been the need for a core of professional support. In the recent past, professional support mechanisms have been developed from lessons learned, particularly to situations that need a rapid and well organised response. As lessons are learned from an analysis of events, philosophy and methods have changed. Our present system is not perfect and perhaps never will be. The need for an 'all-hazards approach' makes detailed planning very difficult and so there will probably always be criticisms about the way an event was handled. Hindsight is a wonderful thing, provided we learn from it. That means that this text is certainly not the 'last word' and revisions as we learn from experience will be inevitable. Because the author works primarily in New South Wales, many of the explanations and examples are specific to that state. In Australia disaster response is a State, rather than a Commonwealth, responsibility and consequently, and inevitably, there are differences in management between the states and territories within Australia. With the influence of Emergency Management Australia, these differences are being reduced. This means that across state and territory boundaries, assistance is common and interstate teams can be deployed and assimilated into the response rapidly, safely, effectively and with minimum explanation. This text sets out to increase the understanding of what is required, what is in place and how the processes of response are managed. By way of introduction and background, examples are given of those situations that have occurred, or could happen. Man Made Disasters has been divided into two distinct sections. Those which are related to structures or transport and those related directly to people. The first section, Chapter 3, includes: • Transport accidents involving land, rail, sea or air vehicles. • Collapse of buildings for reasons other than earthquakes or storms. • Industrial accidents, including the release of hazardous substances and nuclear events. A second section dealing with the consequences of the direct actions of people is separated as Chapter 4, entitled 'People Disasters'. Included are: • Crowd incidents involving sports and entertainment venues. • Terrorism From Chapter 4 on, the emphasis is on the Response phase and deals with organisation and response techniques in detail. Finally there is a section on terminology and abbreviations. An appendix details a typical disaster pack content. War, the greatest of all man made disasters is not considered in this text.

This study examines senior education officers' (SEOs) perceptions of the meanings and characteristics of the term 'leadership' both from their traditional PNG and Western perspectives. Data were drawn from questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group methodology. The purposes of the study are to: (i) define the meaning of leadership from the senior education officers' perspectives and through the review of the literature; and (ii) identify key characteristics and skills of the leadership role of senior education officers in PNG today, as a basis for improving practice and informing knowledge about leadership. Respondents were asked to define the meaning of the term leadership, and to describe their most memorable leadership experiences which may have helped to shape their understanding of leadership. They were also asked to identify and to list the key leadership functions, qualities and skills/abilities which they perceive to be most important in their roles today, and for the foreseeable future. Literature on leadership is complex and wide ranging. Those which provided data of particular significance in specific areas directly related to this study include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993 and 1987) in relation to characteristics of leadership; on educational leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and 1992) in relation to the functions, qualities and related skills/abilities of educational leaders; on culture and cross-cultural studies (Hallinger and Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on PNG and Melanesian traditional and contemporary leadership. A number of significant findings have emerged through this research study. The first, relates to a firm view of traditional PNG/Melanesian leadership as a 'shared leadership', defined in this study as a shared influence relationship among members of a social unit through a mutual quest for their existence. The notion of shared leadership emphasises the importance of reciprocal generosity, cooperation and competition for Melanesians in their daily quest for their needs and aspirations based on mutual concern, care and devotion for one another. The great diversity of people and cultures of Melanesians also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day 1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural construction'. These insepearable concepts provide logical and promising framework both towards transcending knowledge, cultures and poeple, and an interest to engage in more cross-cultural research. This study identifies among the most pressing problems of contemporary leadership in PNG relates to the inability of leaders to transcend traditional knowledge and customary practices with the new Western knowledge and practices. In other words, the problems of transcending the notion of 'shared leadership' with Western leadership characterised by public accountability, credibility and integrity normally associated with leadership in public office cannot easily be matched and transferred. This study suggests a 'transcendent leadership model' as a potential solution toward achieving this end. Extending beyond one's own limits, to do something extraordinary and admirable for the common good is what transcendent leadership model suggests every leader must be able to do. The foundations of transcendent behaviour the literature suggests include: moral and ethical living (Starratt 1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and honesty, forward-outlook and inspiration (Kouzes and Posner 1993). The literature indicates that these qualities and skills require proper 'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated persons' (Starratt 1996) who are able to understand, appreciate, critique, and participate in their cultures, traditions, and history. This study therefore investigates and defines the meanings, roles and functions of the concepts of leadership, culture and education in relation to the cross-cultural conditions of the work of SEOs in PNG.

This thesis presents an interrogation of curriculum practices and positionings, over time, of a feminist educator and curriculum worker seeking to centre gender and subjugated knowledges in a curriculum framework with the potential for transformative outcomes. The interrogation offers an opportunity to consider discourses in operation, to frame curriculum and pedagogy as sites of discursive struggle around knowledges, gender and power. The thesis, presented as a critical narrative, interweaves theories and theoretical ideas from four key areas: post modernism and post structuralism; feminism/s; education and curriculum, and critical social sciences, including critical theory. Interpretative feminist praxis is employed as the methodological approach. Central to the investigation is a curriculum project undertaken in Papua New Guinea (the Goroka Curriculum Project). This Project which is positioned as a case study, provides text for conceptual and contextual interrogation of a specific site of curriculum work, and a corrective moment in which the limitations of the writer's endeavours and position/s of advantage are acknowledged. Curriculum positionings described as oppositional are challenged as a result of the lack of attention to gender by radical and critical theorists. Further, the disjuncture between such theorising, and the development of curriculum models to inform oppositional work is made overt and problematic. Curriculum models and practices associated with the work of traditional empiricist approaches found to be dominant in Papua New Guinea, reify western intellectual endeavours to the disadvantage of indigenous and women's knowledges and knowledge practices. This naturalisation is framed as an example of a meta narrative in education, whereby the discursive practices associated with traditional / rational curriculum models both colonise the endeavours of curriculum workers, and position learners as colonised subjects. A central outcome of the traditional/rational model is the inherent positioning of such individuals and groups as marginalised, devalued Other. Such curriculum work is framed as a technology of governance, privileging attempts to establish order and homogeneity in an increasingly disorderly and fragmented world. The investigation by the curriculum writer of her theory/practice leads to recognition of oppositional work as a site of power, that also has the potential to 'oppress', extending the colonial project. Following this, the thesis investigates transformative curriculum work as problematic potentiality, questioning what the work of a feminist curriculum writer in a post modern world is to do and to be. While acknowledging there are no innocent discourses of liberation, the potential of the 'courage to know', to attend to pedagogical ethics and ethics of self, and acknowledge the messy, contradictory and deeply political work of curriculum design are posited. An emergent notion of curriculum work as textual practice, within a multi-dimensional framework that conceptualises curriculum as representation is advanced.

This is an evaluation study of a Metal Fabrication curriculum developed for Bougainville Copper Mine in Papua New Guinea. The curriculum is part of the Apprentice training program that is implemented in the mines own training College under the authority of the Papua New Guinea Apprenticeship Board. Several evaluation models were researched and the model which formed the basis of this study was selected because of its compatibility with the training environment that existed at Bougainville Copper Limited. The evaluation model was applied using a questionnaire and interviews to review the existing curriculum and make recommendations regarding changes. These changes included the rationalization of content associated with motor skills and the inclusion of cognitive based content related to problem solving and decision making.

This thesis reports on a study which made an analysis of the new Grade 7 social science syllabus textbooks that are currently being implemented in the high schools of Papua New Guinea. Data relating to these textbooks has been gathered from the teachers who are teaching the course and their Regional Secondary Inspectors. The data was basically obtained through postal questionnaires. The basic aim of the study was to find out how the syllabus materials are received and used in the implementation process. The study also attempted to identify the problems and difficulties the teachers encountered and the concerns they had about the new course. The study revealed some interesting results. For example, there are some teachers of social sciences in the high schools who do not have secondary teaching qualifications, the level of English language used, which was one of the major problems identified with the old syllabus, has not been completely overcome, the problems, difficulties and concerns identified by this study differ from school to school and between rural and urban schools. In addition, the study also identified many practical problems, difficulties and concerns which affect the effective and successful implementation of the syllabus. These include the need for additional support such as reference materials both for teachers and students and a need for more short in-service courses to resocialise teachers in order to change their classroom culture and thus facilitate change.

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PURPOSE. This study is entitled, 'An Analysis of some Significant Issues and Problems as Identified by Practical Skills teachers in the provincial high schools in Papua New Guinea'. It is hoped that the importance of this study lies in its contribution in helping provincial school administrators, Practical Skills teachers, curriculum advisory committee members, inspectors, staff and students at the Design and Technology Department to gain an insight into the current problems and issues faced by Practical Skills teachers with the end view of effecting changes in the present set-up to attain the objectives of the Practical Skills programs in the provincial high schools in Papua New Guinea. METHODS USED: The methods employed in this study to collect the data were:- A. Questionnaires, B. Interviews and C. Review of literature. A proposed set of questions for the questionnaires was sent to the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments and suggestions which were then used in the formulation of the final questionnaires consisting of 32 questions.

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