The thesis is the result of four years' work in mathematical education in Papua New Guinea. The first two years were spent in setting up a new Mathematics Education Centre at the University of Technology, Lae. A broad brief enabled the author to seek out the most crucial needs for the country and these appeared to lie in the area of basic number skills. Assessments of the situation and contributions to a changing attitude are described. This part of the thesis concludes with a critique of the role of a Mathematics Education Centre in a Third World country. The work had led to a conclusion that one of the priorities in mathematical education for the country lay in some form of adult numeracy campaign. At the same time the Department of Commerce had identified 'numeracy' as one of the prime needs for successful business development in Papua New Guinea. The author was therefore invited to spend a further two years in seeking to resolve this problem. The cheap long-life battery calculator became available at this point in time and provided the means for a possible solution. Its potential was appreciated and a grant was given from the Prime Minister's Nonformal Education Sectoral Fund to enable the author to research into ·the possibilities of adult numeracy teaching in the villages where 85% of the population lives. Detailed reports of the eighteen field tours undertaken are included in an appendix, together with some of the material specifically developed for the purpose. In this thesis the problems of organising an adult numeracy campaign in a country with poor communications and a limited budget are also considered. The thesis concludes with an attempt to identify the new style of teaching that will be required when a realistic use of the calculator is accepted as a normal part of the post-secondary and non-formal education system. This new style is seen to iriclude elements of the number skill teaching that was the prime concern of the first two years. References are made to the relatively few attempts to. teach adult numeracy in the Third World and also to some attempts in the developed world to meet the challenge presented by the incorporation of the calculator into the formal system of education.

This thesis explores the role mutualist pollinators and their symbionts play in the genetic structuring and speciation of their host plants along an elevational gradient in Papua New Guinea. Using the fig and fig-wasp mutualism as a model system, we employed high-throughput sequencing techniques to explore fine-scale population genomics of both fig and wasps along their elevational range. We found there to be clear lowland and highland clustering of tree populations along the gradient, often with a mid-elevation contact zone. In the case of the pollinating wasps, we retrieved the same clustering except in this case, the genetic difference between clusters was high enough as to consider them as separate species. This result supports evidence from other studies challenging the cospeciation paradigm of one wasp species per fig species. In addition, we explore ecological traits which may promote, or at least, maintain, reproductive isolation between fig (sub)species along with behavioural preference tests from pollinating wasps. In order to further investigate the mechanisms promoting wasp speciation along the gradient, we describe Wolbachia infection status as well as strain type. Wolbachia-induced cytoplasmic incompatibility (CI) is often invoked as a possible speciation agent since it can rapidly provoke and maintain reproductive isolation between otherwise freely interbreeding insect populations. Finally, we explore non-pollinating fig wasp (NPFW) diversity along the gradient for a subset of our focal species. Our study reveals that there is a tight relationship between NPFW diversity and host species, and a mid-elevation peak.

Les poissons arc-en-ciel (Melanotaeniidae) se distribuent entre la Nouvelle-Guinée et l'Australie. Ils sont très recherchés en aquariophilie en raison de leur coloration remarquable. Il en existe un très grand nombre d’espèces, dont certaines figurent sur la liste rouge des espèces menacées. L’espèce Melanotaenia boesemani, l'une des plus populaires au sein de cette famille, est en voie de disparition. L’aquaculture de cette espèce apparaît donc comme une solution prometteuse pour limiter la capture de spécimens sauvages. Pourtant, le nombre de fermes qui élèvent M. boesmani est très faible. Ceci est probablement dû aux problèmes rencontrés par les aquaculteurs, à savoir une proportion plus élevée de femelles par ponte, une perte de la coloration, un taux de croissance et une fécondité plus faibles, ainsi que l’apparition fréquente de malformations. Dans ce contexte, cette thèse visait à produire de nouvelles données génétiques en vue d’améliorer l'aquaculture et la conservation de cette famille. Plus précisément, les objectifs étaient: 1) de développer de nouveaux marqueurs microsatellites à partir d'ADN de M. boesemani, 2) d'évaluer la diversité génétique des populations sauvages de Melanotaenia et d'affiner leur taxonomie, 3) de définir l’origine géographique des souches de M .boesemani élevées en Indonésie, et d'évaluer la pression de consanguinité résultant de cette domestication. Par séquençage haut débit, 12 marqueurs microsatellites ont été développés et validés sur l’espèce M. boesemani. Les loci correspondant se sont tous révélés polymorphe et des expériences de croisement ont montré qu’ils se conformaient aux lois de Mendel. Ces nouveaux marqueurs ont ensuite été mis en œuvre pour évaluer la variabilité génétique de 44 populations sauvages (correspondant à 1152 spécimens de poissons). Les valeurs de Fis multilocus ont révélé que 5 espèces présentaient des écarts significatifs à l’équilibre de Hardy-Weinberg et suggéré la présence possible de sous-populations génétiquement différenciées. Combinés à une analyse phylogénétique effectuée sur le gène de la cytochrome oxydase I (COI) et à l'observation de plusieurs caractères morphologiques diagnostic, les 12 marqueurs microsatellites ont également permis de caractériser 8 nouvelles espèces non-encore décrites. Enfin, ces marqueurs microsatellites ont été appliqués pour analyser et comparer la variabilité génétique d’échantillons de M. boesemani obtenus à partir de 6 fermes aquacoles autour de Jakarta avec celle des deux populations indigènes de cette espèce, à savoir des lacs Ayamaru et Uter (Papouasie occidentale). Les résultats ont indiqué que toutes les souches élevés provenaient du lac Ayamaru. Aucun déficit en hétérozygotes n’a été mis en évidence, suggérant qu'il n'y avait pas de consanguinité majeure dans ces souches d’élevage. L’analyse des génotypes a également suggéré que l’espèce M. boesemani représentait probablement une métapopulation constituée de populations génétiquement différenciées. En définitive, ces résultats indiquaient que les problèmes rencontrés par les aquaculteurs ne proviennent pas d’une éventuelle consanguinité mais sont plus surement liés à d'autres facteurs tels qu’une gestion inappropriée et / ou une mauvaise qualité des eaux d’élevage. En conclusion, ces nouveaux marqueurs microsatellites se sont avérés utiles pour évaluer la structure génétique et la diversité d'un grand nombre d'espèces de poisson arc-en-ciel, dont beaucoup sont en voie de disparition. Les résultats présentés ici sur l'une des espèces les plus menacées (M. boesemani) montrent qu'il est encore possible d'éviter son extinction. Ceci nécessite cependant d'augmenter sa production aquacole afin de soulager rapidement la pression de surpêche. Ceci passe par une meilleure gestion des pratiques d'élevage. / Rainbowfishes (Melanotaeniidae) are widely distributed throughout New Guinea and Australia. They are very famous for ornamental trade because of their vivid coloration. They display amazing species richness and some of them are on the red list of endangered species. The species Melanotaenia boesemani, one of the most popular within this family, is.facing great threats. Rearing of this species in aquaculture setups thus appears as a promising solution to limit capture of wild specimens. Yet, the number of farms that raise M. boesmani is very low. This is probably due to the problems reported by the farmers, i.e. higher proportion of females per spawning, loss of coloration, lower growth rate and fecundity, frequent morphological abnormalities. In this context, this study aimed at gathering new genetic information that would be useful for the aquaculture and conservation of the Melanotaeniidae family. Specifically, the objectives of the research were: 1) to develop new microsatellite DNA markers from the endangered M. boesemani, 2) to evaluate the genetic diversity of wild populations of Melanotaenia and refine their taxonomy, 3) to describe the geographic origins of M. boesemani reared by ornamental fish farmers in Indonesia, and evaluate the inbreeding pressure resulting from this domestication. Using next generation sequencing, 12 microsatellite DNA markers were developed and validated from M. boesemani. All microsatellite loci revealed polymorphic and cross-breeding experiments showed that they followed a Mendelian inheritance pattern. These new markers were subsequently implemented to evaluate the genetic variability of 44 wild populations (corresponding to 1152 fish specimens). Multilocus Fis values revealed that 5 species significantly departed from Hardy-Weinberg expectations and suggested the possible occurrence of genetically differentiated subpopulations. Combined with a phylogenetic analysis performed on the cytochrome oxydase I (COI) gene and with the observation of several diagnostic morphological characters, the 12 microsatellite markers also enabled to characterize 8 new species previously undescribed. Finally, these microsatellite markers were applied to analyze and compare the genetic variability of M. boesemani samples obtained from 6 aquaculture farms around Jakarta with that of the two native populations of this species , i.e. from Ayamaru and Uter Lakes (West Papua). Results indicated that all reared strains originated from Ayamaru Lake. No deficit in heterozygotes was evidenced, suggesting that there was no major inbreeding in these reared populations. Genotype analysis also suggested that M. boesemani species consists of a metapopulation composed of genetically differentiated populations. Altogether, these results indicated that the problems experienced by the farmers are obviously not due to inbreeding depression and are probably caused by other factors such as unsuitable management and/or poor water quality. In conclusion, these new microsatellite markers proved useful to evaluate the genetic structure and diversity of a large number of rainbowfish species, among which many are endangered. The results presented here on one of the most threatened species (M. boesemani) show that it is still possible to prevent its extinction. This, however, implies to increase its aquaculture production in order to quickly alleviate the overfishing pressure. This, in turn, involves a better management of rearing practices.

This research explores the experiences of young people, youth leaders, villager elders/ leaders, parents of teenagers, and government workers in Goroka, Papua New Guinea (PNG), to facilitate further understanding of youth development approaches and strategies. The study in particular investigates the possibility of establishing a link between relevant traditional youth upbringing methods and the positive youth development approaches emerging from the Western world. Positive youth development approaches are those strength-based approaches that promote young people’s capabilities to learn and strive in the diverse settings they live, in contrast to the conventional youth development approaches which addresses immediate youth problems. The National Youth Policy of PNG focuses on involving young men and women in meaningful activities in social, spiritual, political, and cultural development through participation in the affairs of their families and communities. The results of the research indicated that the Youth Policy’s objectives were never fully implemented in Goroka. This may have contributed to the numerous problems encountered by young people that include: confusion between traditional and modern cultures, poverty and hardship, drug and alcohol abuse, prostitution, theft, and unemployment. The enormous efforts by schools, churches, government departments, donors, and youth-oriented organisations to deal with youth issues seemed inadequate in relation to the contemporary youth population. It is evident that conventional youth development approaches have failed to educate young people that it is a viable option to return home and become productive citizens. Thus alternative youth development approaches have to be found to assist these youth. This finding points to a need to establish a link between traditional culture, whereby the whole community takes responsibility for guiding young men and women through the transition to adulthood, and positive youth development. It suggests further research should be conducted to determine how this might be achieved by building upon the existing youth development approaches and strategies.

This study focuses on the experiences of a group of educators engaged in a professional development program by distance education in Papua New Guinea. The participants in this study have been keeping professional journals, for periods of up to three years, about their experiences of distance education. Their discourses have been used to form a ‘connected group’ of research participants, who use an action framework to focus on problematic issues surrounding distance education in Papua New Guinea. It is a piece of research, framed by critical theory, and characterised by participation, collaboration, reflexivity, reciprocity and empowerment. The process of the study is based in dialogue, and takes the view that research is constituted of a transformative perspective, which alters the way research participants understand the multiple realities in which they live and work, arid ultimately results in improvements in their lived experiences. The nature of the methodology privileges Voice' and a discourse of difference from each participant which contributes to the problematic nature of the study. The study has concerned itself, increasingly, with issues of power and control in the research process, and this has resulted in significant changes in the research as participants have become more conscious of issues such as distance, dialogue and difference. The study has evolved over a period of time in significant ways, and evidence is available that teachers in Papua New Guinea, despite structural and pedagogical barriers, are critically reflective and are able to transform their practice in ways which are consistent with social, cultural and political contexts in which they live and work. A number of 'local1 theories about research and distance education in Papua New Guinea are developed by the participants as they become informed about issues during the research. The practice of distance education and professional development, at personal and institutional levels, undergoes reconstruction during the life of the research and the study 'signals' other ways in which distance education and professional development may be reconstructed in Papua New Guinea.

The D'Entrecasteaux Island (DEI) gneiss domes are fault-bounded domes with ~2.5 km of relief exposing ultrahigh-pressure (UHP) and high-pressure (HP) metamorphic gneisses and migmatites exhumed in an Oligocene-Miocene arc-continent collision and subduction zone subject to Late Miocene to Recent continental extension. To study the style of continental extension accompanying exhumation of the DEI gneiss domes, a grid of 1,518 km of 2-D multi-channel seismic (MCS) reflection data and well data is interpreted from the offshore areas surrounding the DEI, including the Trobriand basin and the Goodenough basin. The offshore study is combined with onshore geologic information to constrain the area's Oligocene to Recent basinal and tectonic evolution. MCS and well data show the Trobriand basin formed as a forearc basin caused by southward Miocene subduction at the Trobriand trench. Late Miocene basin inversion uplifted the southern and northern basin margins. Subduction slowed at ~8 Ma as the margin transitioned to an extensional tectonic environment. Since then, the Trobriand basin has subsided 1-2.5 km as a broad sag basin with few normal faults deforming the basin fill. South of the DEI, the Goodenough rift basin developed after extension began (~8 Ma) as the hanging-wall of the north-dipping Owen-Stanley normal fault bounding the southern margin of the basin. Rapid uplift of the adjacent footwall of the Owen-Stanley fault zone in the Papuan Peninsula accompanied the formation of the Goodenough submarine rift basin. The lack of upper crustal extension accompanying subsidence in the Trobriand and Goodenough basins suggests depth-dependent lithospheric extension from 8-0 Ma has accompanied uplift of the DEI gneiss domes. Structural reconstructions of seismic profiles show 2.3 to 13.4 km of basin extension in the upper crust, while syn-rift basin subsidence values indicate at least 20.7 to 23.6 km of extension occurred in the lower crust since ~8 Ma. Results indicating thinning is preferentially accommodated in the lower crust surrounding the DEI are used to constrain a schematic model of uplift of the DEI domes involving vertical exhumation of buoyant, post-orogenic lower crust, far-field extension from slab rollback, and an inverted two-layer crustal density structure. / text

No description available.

This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards. This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to "tell their stories", thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection. Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers. The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning. The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas. The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.

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.