The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools. The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children. All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.

Tourism as an industry in the 20th and 21st Century has primarily been an international money-making industry which has attracted many governments of less developed countries as a fast mechanism for development. This has often involved a trade-off between the pursuit of economic wealth and support for the social, cultural and natural environments. The negative impacts of mass tourism in these economies are countless and well documented, especially as many of these countries are still trying to deal with impacts caused during colonial occupancy. Consequently, alternative tourism has been presented as a way to manage tourism development which is economically, social and ecologically sustainable. One manifestation of this trend is community-based tourism, which aims to be inclusive of the host communities as they plan for tourism and considers the socio cultural and natural resources and desires of tourists in a more equitable manner. The aim of this thesis is to determine how ecotrekking as a form of community-based tourism can provide a foundation for development for remote rural communities in developing countries. It was conceptually determined that if the needs of the community matched those of the tourists, then a sustainable ecotrekking industry can evolve. To explore this issue contextually, a case study of the Kokoda Track (KT) in Papua New Guinea is presented based around three research questions: 1. What role can market segmentation play in sustainable tourism development in remote rural communities? 2. What outcomes do the Kokoda Track communities envisage for the future of tourism on the Kokoda Track? 3. Do Kokoda tourists meet the outcomes envisaged by the community? A review of the literature found that market segmentation is a tool used in destination planning to assess visitor characteristics and match these to resource capabilities. It was employed in this study to determine the characteristics and needs of Kokoda tourists through a questionnaire survey distributed to trekkers via the tour operators. It was found that the Kokoda tourist is a university educated, middle-aged man who visits the KT for adventure and historical reasons. They have higher-order needs of personal development and knowledge and value the authenticity of the experience. The second research question was approached using secondary data analysis. Notes from Participatory Rural Appraisal workshops with community leaders in 2004 and 2005 were reinterpreted. The key themes to emerge were that the communities have a great need for basic facilities (education, transportation, telecommunications, medical infrastructure and water supplies) and they see tourism as an economic means to develop those facilities. They would like to build more guesthouses and provide food for tourists to increase revenue however, they are unsure of the extent to which this will be supported by trekkers. A comparative analysis of the findings from research questions 1 and 2 was employed to address the third research question. The quantitative needs of the tourist market segment were matched to the qualitative expectations of the communities. It was found that the current Kokoda tourist is in favour of many of the outcomes that the Kokoda communities envisage. These include the provision of locally made food and guesthouses. Further to this, the empirical results from the questionnaire found that ecotourists and cultural tourists are the tourist types that need to be targeted by operators. They indicated a strong match with the desires and needs of the Kokoda communities. For example, they indicated that the KT can cater for a much smaller number of trekkers than the other three pre-determined tourist types (adventure, organised and historic tourists). Additionally, the natural and cultural environments are more important to these tourist types inferring that the protection of these resources is of primary importance. Consequently, it was established that ecotrekking can play an important role in development in less developed countries, if the right market segment is targeted to meet the needs of the community. Generally this can then ensure a slower rate of development, which allows the communities to adjust to the changes that occur at both a socio-cultural level and also in the infrastructure within their communities. In the longer term it also allows them to see how tourism can provide long term benefits not offered in extractive industries such as forestry and mining.

Typescript; author's name is corrected in pen on t.p. Includes bibliographical references (leaves 52-55). A study has been made of an undescribed virus disease, Centrosema mosaic. Field observations on its occurence, ecology, symptoms, and host range, together with experimental data on mechanical, insect and other methods of transmission are recorded.

The utilisation of rainwater tanks and bore wells are very common in many parts of rural Australia and Papua New Guinea. In Australia, on-site collection and storage of potable water for domestic use is carried out by approximately 30.4 percent of the rural population while 90% of the population in Papua New Guinea access water from on-site collection and storage of potable water. Few studies have monitored the quality of such water supplies on a seasonal and event associated basis. The aim of this study was to evaluate the microbiological and physio-chemical properties of the on-site domestic water supply systems and various factors that may influence characteristics of the water. It aimed to evaluate the relationship of microbiological and physio-chemical characteristics in the water supply systems. 14 rainwater tanks, 4 bore well and 10 reticulated water supply sites in Hawkesbury District, NSW Australia were investigated. Characteristics of the sites physical situation and natural environmental condition were considered to be similar to on-site water supply situations in Papua New Guinea. The results and techniques of the study will be used as a model in Papua New Guinea in the assessment of water quality issues. As the study showed that the quality of water in rainwater tanks was below WHO guideline recommendations on numerous instances, it was proposed that water treatment and maintaining the cleanliness of roof catchments, gutters and tanks should be addressed for domestic use systems. A protocol for sampling, assessment and data interpretation of faecal indicator bacteria populations in domestic catchment supply systems was developed and demonstrated / Master of Science (Hons)

Papua New Guinea (PNG), a country characterised by tremendous linguistic, environmental, and cultural diversity, has experienced a history of educational reform and political and social turbulence. Attempts to inform educational interventions and successful policy change in PNG have been erratic. In addition, there is a paucity of sound methodological research which has impeded effective change. As such, little is known about the key determinants of academic outcomes for PNG students. The purpose of the current study was to test a comprehensive cross-cultural model of the relation of a suite of psycho-social constructs to academic outcomes for PNG students from urban, rural, and village educational settings. This model examined the influence of socio-economic status, parent education, future goal orientation, perceived instrumental value, motivation, self-concept, and self-regulation upon PNG students’ academic outcomes. In order to test this model in PNG, three main studies were conducted. The first study (n=917) aimed to examine the psychometric properties of relevant instrumentation, and the differences in students’ endorsement of future goals, perceived instrumentality, motivation, self-concept, and self-regulation, across different groups in PNG. This study found the instrumentation to be valid and reliable for use in PNG, as well as structurally invariant across gender, grade, and region groups. Gender, grade, and region profile differences were also found for each of the five psychological variables. The second study (n=917) aimed to examine the relations between key socio-economic and psychological factors, and the impact that these variables had upon achievement and effort outcomes. The results firstly highlighted students’ socio-economic status and parent education as being positive predictors of student outcomes. Next, village-oriented future goals and perceived instrumentality, mastery and social motivation, and domain specific academic self-concept, were all found to be significant, positive predictors of students’ achievement and effort scores. Furthermore, authority future goals and perceived instrumentality and performance motivation were found to be negative predictors of student outcomes. Finally, the third study (n=52) aimed to illuminate and extend the results of the quantitative studies with qualitative data from students, teachers, and parents. This study found that these groups emphasised the importance of future goals, perceived instrumentality, motivation, and self-regulation as predictors of students’ educational experiences, and they highlighted the underlying relations between these variables and student outcomes. Results also highlighted a number of additional psychological, linguistic, and socio-cultural factors, as serving important roles in students’ educational experiences. Findings of the current investigation were interpreted within the cross-cultural framework of the student model that was utilised. The findings have important implications for our understanding of the key determinants of student achievement and effort within PNG, but also for future cross-cultural research examining related determinants within other Indigenous, developing, and Indigenous majority countries. Furthermore, the findings have implications for future research, practice, and policy interventions within PNG, and provide guidance for the development of culturally sensitive and appropriate interventions to aid the achievement and effort of students living in PNG. / Doctor of Philosophy (PhD)

The research aim was to gain a more detailed understanding of the operation of different key segments for fresh produce supply chains originating in the Highlands Provinces in Papua New Guinea (PNG). The research investigates a number of supply chain dimensions of effectiveness which include, value creation and integration of processes, logistics, quality, information, relationship/vertical integration and overall effectiveness. These were linked together in SC framework. Two potato chains were investigated, one formal, the other informal. The informal potato chain involves small holder farmers, input suppliers and local markets including kai bars and the urban market. The chain originates and ends within the Western Highlands Province. The formal potato chain has farmers, input suppliers, wholesaler/marker, transport companies (trucking and coastal shipping agents), supermarkets, hotels and kai bars. This chain originates in Mt Hagen, Western Highlands Province and ends in Port Moresby, National Capital District. The effectiveness of both the formal and informal chains was identified, and comparisons were made to see how each chain differed. The informal chain was found to have different problems to the formal chains. However, participants to both chains demonstrate a high entrepreneurial behavior. A key finding of the study was that the chains spread their risk by operating in multiple market segments and this can help to solve issues with variable quality. The marketers in each chain position themselves in these different market segments. It was clear from this work that focusing on functions and not the whole chain can lead to a distorted view of chain performance. For example, for the informal chain, a focus on logistics issues, particularly poor roads and problems with availability of seeds, can misrepresent the effectiveness of this chain. Therefore, it was concluded that it is important to look at the overall performance of each chain rather than looking specifically at particular chain functions in isolation.

Doctor of Philosophy(PhD) / Menggwa Dla is a Papuan language spoken in Sandaun Province of Papua New Guinea and Kabupaten Jayapura of Papua Province, Indonesia. Menggwa Dla is a dialect of the Dla language; together with its sister language Anggor (e.g. Litteral 1980), the two languages form the Senagi language family, one of the small Papuan language families found in North-Central New Guinea. The main text of this thesis is divided into seven chapters. Chapter 1 introduces the linguistic, cultural and political landscapes of the Indonesia-Papua New Guinea border area where the Dla territory is located. Chapter 2 introduces the phonology of Menggwa Dla; described in this chapter are the phonemes, allophonic variations, phonotactics, morpho-phonological processes, stress assignment and intonation of the language. The inventory of phonemes in Menggwa is average for a Papuan language (15 consonants and 5 vowels). The vast majority of syllables come in the shape of V, CV or C1C2V where C2 can be /n/ /r/ /l/ /j/ or /w/. In C1C2V syllables, the sonority rises from C1 to V (§2.2.2). Nevertheless, there are a few words with word-medial consonant sequences like ft /ɸt/, lk /lk/, lf /lɸ/ or lk /lk/ where the sonority drops from the first to the second consonant; the first consonant in these sequences is analysed as the coda of the previous syllable (§2.2.3). Chapter 3 is an overview of the word classes in Menggwa Dla; the morphological, syntactic and semantic properties of the three major word classes (nouns, adjectives and verbs) and the minor word classes are compared in this chapter. Chapter 4 describes the properties of nouns and noun phrases; the person-number-gender categories, noun-phrasal syntax, nominal clitics and personal pronouns are outlined in this chapter. Menggwa Dla has a rich array of case, topic and focus markers which comes in the form of clitics (§4.5). Subject pronouns (‘citation pronouns’) only mark person (i.e. one for each of the three persons), whereas object and genitive pronouns mark person (including inclusive/exclusive first person), number, and sometimes also gender features (§4.6). Chapter 5 introduces various morphological and syntactic issues which are common to both independent and dependent clauses: verb stems, verb classes, cross-referencing, intraclausal syntax, syntactic transitivity and semantic valence. Cross-referencing in Menggwa Dla is complex: there are seven paradigms of subject cross-reference suffixes and four paradigms of object cross-references. Based on their cross-referencing patterns, verbs are classified into one of five verb classes (§5.2). There is often a mismatch between the number of cross-reference suffixes, the semantic valence, and the syntactic transitivity within a clause. There are verbs where the subject cross-reference suffix, or the object suffix, or both the subject and object suffixes are semantically empty (‘dummy cross-reference suffixes’; §5.3.2). Chapter 6 outlines the morphology of independent verbs and copulas. Verbal morphology differs greatly between the three statuses of realis, semi-realis and irrealis; a section is devoted to the morphology for each of the three statuses. Chapter 7 introduces the dependent clauses and verbal noun phrases. Different types of dependent verbs are deverbalised to various degrees: subordinate verbs are the least deverbalised, chain verbs are more deverbalised (but they mark switch-reference (SR), and sometimes also interclausal temporal relations), and non-finite chain verbs even more deverbalised. Further deverbalised than the non-finite chain verbs are the verbal nouns; verbal noun phrases in Menggwa Dla functions somewhat like complement clauses in English. In younger speakers speech, the function of the chain clause SR system has diverted from the canonical SR system used by older speakers (§7.2.2). For younger speakers, coreferential chain verb forms and disjoint-reference chain verb forms only have their coreferential and disjoint-referential meaning — respectively — when the person-number-gender features of the two subject cross-reference suffixes cannot resolve the referentiality of the two subjects. Otherwise, the coreferential chain verb forms have become the unmarked SR-neutral chain verb forms. At the end of this thesis are appendix 1, which contains four Menggwa Dla example texts, and appendix 2, which contains tables of cross-reference suffixes, pronouns, copulas and irregular verbs.

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.