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Thesis (PhD) -- University of Western Sydney, Nepean, 1998. / Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (1998), School of Employment Relations, University of Western Sydney, Nepean. Bibliography : p. 232-257.

Thesis (Ph.D.)--University of Melbourne, School of Anthropology, Geography and Environmental Studies, 2007. / Typescript. Includes bibliographical references (leaves 357-389).

Thesis (M.M.S.)--Victoria University of Wellington, 2010. / Includes bibliographical references.

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Amnesties are a common feature in peace negotiations. Since the end of the Second World War, 45% of all bargained solutions to conflict included an amnesty provision (Binningsbø  et al., 2012:732). Even though it is such a common feature in modern conflicts, the research on amnesties in relation to peace is surprisingly scarce (ibid:732). Most scholars have studied the legality of amnesties, their legal implications, and their relation to human rights and democracy (Olsen et al., 2012; Bell, 2008; Freeman & Pensky, 2012). During recent years, a debate has sparked between peacemakers and human rights advocates within the transitional justice literature regarding the justifiability of amnesties as a tool in peace negotiations. The debate is commonly referred to as the peace v. justice debate (Sonnenberg & Cavallaro, 2012). Although several scholars have contributed to the debate, no consensus on if and how amnesties are beneficial for peacebuilding has been established. This paper will contribute to the debate by testing a newly developed theory in a comparative study, and strives to answer the question How do different types of amnesties affect prospects of peace?

Thesis advisor: Paul Gray / This thesis is a study of inter-sectoral collaboration and the impact of crises and social learning and cooperation initiatives on corporate change. The main purpose is to demonstrate how governments, corporations, and non-governmental organizations can most effectively work together to solve some of the world's most pressing development problems. Using case studies of extractive multinational corporations operating in Colombia, Papua New Guinea, and Nigeria, this paper presents support for the fact that crises are essential catalysts for corporate change. Moreover, analysis of these cases reinforces the critical role social learning and cooperation initiatives play in driving longterm improvements in corporate practice. / Thesis (BA) — Boston College, 2008. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Sociology. / Discipline: College Honors Program. / Discipline: International Studies Honors Program.

This thesis presents the findings of research into industrial and employment relations in the PNG mining industry, with particular reference to the Porgera gold mine. The thesis examines the challenges multinational mining companies go through in the formation and control of the workforces in PNG mines. Recruitment, training, localisation and industrial relations issues are discussed in relation to several mines, including Porgera. The discussion analyses two crucial concepts, 'pluralism' and 'exceptionalism' to draw attention to the fact that PNG's industrial relations system is 'pluralistic' in nature and approach; and therefore, 'exceptional' when compared to similar developing countries. Further, the thesis also analyses two theoretical models: general mode of industrialisation and state model. It assesses their applicability and relevance to PNG's human resource development and industrial relations system, particularly in the mining industry. The research draws on data gathered through long periods of fieldwork and observation of indigenous workers in PNG mines. It discusses entry to and adaptation to industrial work by Papua New Guinea tribes people. Particularly, the emergence of an industrial workforce at Porgera mine and its human resource implications are explored and discussed. One theme is the role of recruitment and training on 'greenfield' sites in the remote locations where the mines are situated. This includes the issues, concerns and dilemmas which multinational mining companies face in trying to balance the employment expectations and training requirements of both local inhabitants and the PNG government. Attention is paid to explaining how multinational mining companies have overcome such pressures by introducing ethnic affirmative action policies which favours the employment of local inhabitants. The roles of the PNG government, mining companies, trade unions and community groups are highlighted in the operation of industrial employment relations in the mines. The general aim of the thesis is to demonstrate the emergence and interplay of pluralistic institutions and the formation of an industrial workforce as a result of the mining company. / Doctor of Philosophy (PhD)

This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the materials developed to use as a support for teaching technology and the impacts on their perceptions and their teaching practices of technology. Based on the interpretivist paradigm, a case study approach and qualitative data collection methods were used to explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured interviews with the teachers, and an analysis of their planning documents were used to collect data. As part of the curriculum reforms, technology education was introduced as a new subject into primary education in PNG in 1994. However, no formal professional development was provided for helping the primary teachers implement technology education. Instead, curriculum materials were developed and distributed to teachers in 2005 as a support for their technology teaching. This thesis supports the idea that teachers need support to help them learn. It is also argues that teachers' beliefs about subject areas, teaching, their students, and curriculum materials influence how they interact with these support materials. The findings show that the support materials were very useful in enhancing the teachers' knowledge of technology and effective teaching of technology. There were changes to teachers' perceptions of technology and technological practices when they began to use the support materials. Changes included the views of technology as more than modern artefacts to include traditional technology, that technology was more than just practical. It also has a knowledge base. However, not all aspects of technology as advocated in the support materials have been taken up by these teachers. Problem-solving and design aspects have received marginal attention. Other factors were at play including subject subcultures, subject backgrounds, past hands-on experiences and ownership of personal technological artefacts. To be even more effective technology teachers, it is advocated that teacher professional development is required for Papua New Guinean primary teachers to implement the technology successfully.

The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated. This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students. The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity. The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning. Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.