History of contact and change in the Goroka Valley, Central Highlands of New Guinea, 1934-1949

The thesis traces the interaction of the Goroka Valley people with European and coastal New Guinean intruders during the pacification stage of contact and change. In this 15 year period the people moved from a traditional subsistence culture to the threshold of a modern, European-influenced technological society. The contact experiences of the inhabitants of the Valley and the outsiders who influenced them are examined, using both oral and documentary sources. A central theme of this study is the attempts by Europeans and their coastal New Guinean collaborators to achieve the pacification of a people for whom warfare has been described as 'the dominant orientation'. The newcomers saw pacification as being inextricably linked with social, economic and religious transformation, and consequently it was pursued by patrol officers, missionaries and soldiers alike. Following an introductory chapter outlining the pre-contact and early-contact history of the Goroka Valley people, there is a discussion of the causes of tribal fighting in Highlands communities and two case studies of violent events which, although occurring beyond the Goroka Valley, had important consequences for those who lived within its bounds. The focus then shifts to the first permanent settlement of the agents of change -initially these were coastal New Guinean evangelists and policemen - and their impact on the local people. A period of consolidation is then described, as both government and missions established a permanent 'European presence in the Valley'. This period was characterised by vigorous pacification coupled with the introduction of innovations in health and education, agriculture, technology, law and religion. The gradual transformation of Goroka Valley society as a result of the people's interaction with the newcomers was abruptly accelerated in 1943, when many hundreds of Allied soldiers occupied the Valley in anticipation of a threatened Japanese invasion. Village life was disrupted as men were conscripted as carriers and labourers and whole communities were obliged to grow food to assist the Allied war effort. Those living close to military airfields-and camps were subject to Japanese aerial attacks and the entire population was exposed to an epidemic of bacillary dysentery introduced by the combatants. However the War also brought some positive effects, including paradoxically, the almost total cessation of tribal fighting, the construction of an ail-weather airstrip at Goroka which ensured its future as a town and administrative and commercial centre, and the compulsory growing of vegetables, coffee, etc, which laid the foundations for a cash economy and material prosperity. The final chapter examines the aftermath of military occupation, the return of civil administration and the implementation of social and economic policies which brought the Goroka Valley people into the rapid-development phase of contact. By 1949 Gorokans were ready to channel their aggressive energies into commercial competitiveness and adopt a cash-crop economy, to accept the European rule of law, to take advantage of Western innovations in medicine, education, transport and communications, to seek employment opportunities at home and in other parts of the country and to modify their primal world view with European religious and secular values. A Stone Age people was in process of being transformed into a modern society.

Community school teacher education and the construction of pedagogical discourse in Papua New Guinea

Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices. This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researcher’s employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning. In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants’ activities are ‘read like texts’, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants’ perspectives are sought to better understand how pedagogical discursive formations are assimilated with the ‘self’. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research. The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the ‘official’ language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers’ epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of ‘traditional’ and ‘modern’ epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling. The third and fourth sites examine reflective accounts of student teachers’ pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and ‘rational/autonomous’ conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report children’s progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education. Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the ‘disciplining’ effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various ‘intertexts’. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning. This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.

Ongoing colonial legacy : contemporary education beliefs and practices in Papua New Guinea

In the late 1980ˇ¦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 researcherˇ¦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 researcherˇ¦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.

From globe to ground women, HIV & AIDS and Papue New Guinea

This thesis explored the HIV/AIDS epidemic in Papua New Guinea with a focus on women. The research drew upon principles of health promotion in shaping an analysis of models of prevention and technical support. The findings demonstrate the role of globalization, poverty, gender inequality and technical assistance in shaping vulnerability to HIV in Papua New Guinea.

Development in Papua New Guinea : various meanings in the context of logging in West New Britain

Development in Papua New Guinea ... is research into village level issues of logging. In New Britain, nationals are offered royalties for cutting their rainforest. Information about ecology and biodiversity is usually late in coming, and such information to them does not appear to advance their development. This thesis offers the most specific method for dealing with small communities in Papua New Guinea, and confronts the issue of self development. It is posited that all other development must encourage self development in Papua New Guinea. Evidence brought here shows the need to make the Melanesian community central to development strategies.

To accomplish such a strategy, there is a need to consider Melanesian cultures. An explanation of world views ensues. The world views of people of the Pasismanua region, of New Britain's south coast, was compared broadly with Melanesian cultures and Melanesian development in a variety of circumstances. Consequently, the suggestions made are broadly applicable to situations where resources must be well monitored. There are many such situations in Pacific nations, which suggests that the thesis will be of usc to a wide research community.

Since research is grounded in ethnographic as well as other research, this kind of study generates many other research questions, and the research is designed to lead to other studies. Certain aspects of the design become disclosed when the research has progressed. As well, the background of an expatriate researcher is intrusive, and must be mitigated by some form of participation in the host culture. This is a central tenet of the thesis. This participation increases sensitivity to culture and yields a circumspect consideration of the colonial issue. Occupied for many years by colonial powers especially Australia, all New Guinea including West New Britain shows the effects of colonisation. It also shows evidence of the new colonialism of cash-cropping, and of the destruction of biodiversity. This becomes a central theme, as does the position of this researcher as a participant in a global economic culture encroaching on and invited by Papua New Guinea.

Modelling inter-temporal aid allocation : a new application with a focus on Papua New Guinea

This paper models the inter-temporal allocation of foreign development aid to Papua New Guinea (PNG). A formal theoretical model of aid allocation is developed, in which aid to any one country is determined jointly with aid to all other recipient countries. This is recognized in the econometric application of this model, which involves simultaneously modelling aid to a number of countries in addition to PNG. Results based on data for the period 1969–99 indicate that both recipient need and donor interest variables determine the amount of foreign aid to PNG and most other countries under consideration.

Origins of agriculture at Kuk Swamp in the highlands of New Guinea

Multidisciplinary investigations at Kuk Swamp in the Highlands of Papua New Guinea show that agriculture arose independently in New Guinea by at least 6950 to 6440 calibrated years before the present (cal yr B.P.). Plant exploitation and some cultivation occurred on the wetland margin at 10,220 to 9910 cal yr B.P. (phase 1), mounding cultivation began by 6950 to 6440 cal yr B.P. (phase 2), and ditched cultivation began by 4350 to 3980 cal yr B.P. (phase 3). Clearance of lower montane rainforests began in the early Holocene, with modification to grassland at 6950 to 6440 cal yr B.P. Taro (Colocasia esculenta) was utilized in the early Holocene, and bananas (Musa spp.) were intensively cultivated by at least 6950 to 6440 cal yr B.P.

Reflections on conducting educational research projects in Papua New Guinea

This article discusses how work on an AusAID-funded impact study of major elementary school reforms influenced the research design of a subsequent Australian Development Research Award project investigating the development of sustainable professional learning communities for primary school teachers in remote places of PNG. The authors reflect on how their different backgrounds, roles, experiences and expertise influenced the design and conduct of the projects and, in particular, how the experiences of the action research and survey methods used on the first project shaped the design of the second. The participating elementary school teachers were encouraged, through action research approaches, to develop self reflexive attitudes to their professional work, and to engage in critical reflection of their roles and practices. Accordingly, this article adopts a self-reflexive position towards the authors’ work as academics and researchers as they endeavoured to produce methodologies that are academically rigorous, contextually suitable, and epistemologically appropriate for PNG.

Why do Gull-billed Terns Gelochelidon nilotica feed on fiddler crabs Uca tangeri in Guinea-Bissau?

Gull-billed Terns Gelochelidon nilotica wintering in Guinea Bissau mainly fed on fiddler crabs Uca tangeri and were occasionally seen feeding on fish and locusts. As fiddler crabs have a low energy content, terns need a large gross intake to meet daily energy demands. Fiddler crabs also have a low ratio of digestible flesh to exoskeleton, and therefore tern food intake may be limited by gut capacity. Activity budgets of Gullbilled Terns feeding on fiddler crabs showed that a considerable part of the time was spent resting. The duration of resting intervals increased with energy intake and was positively correlated with the metabolisable energy content of the crab eaten, suggesting that resting periods were required for a proper digestion. The poor quality of fiddler crabs was offset by high capture rates. So daily energy expenditure of the terns could easily be met by feeding on fiddler crabs. Even when resting pauses were included in foraging time, foraging for only 1.5 hours on fiddler crabs satisfied the terns’ daily energy demands. Instead, feeding on energy-rich fish would require about 2.5 hours to satisfy daily energy demands. Compared to the more specialised piscivorous Little Tern Sternula albifrons and Sandwich Tern Sterna sandvicensis, capture rate of fish was poor in Gull-billed Terns. From an energetic point of view, wintering Gull-billed Terns feeding on fiddler crabs seem to have an easy living in Guinea Bissau.

Differential effects of natural palm oil, chemically and enzymatically-modified palm oil on weight gain, blood lipid metabolites and fat deposition in a pediatric pig model

Background: Increasing prevalence of obesity and overweight in the Western world, continue to be a major health threat and is responsible for increased health care costs. Dietary intervention studies show a strong positive association between saturated fat intake and the development of obesity and cardiovascular disease. This study investigated the effect of positional distribution of palmitic acid (Sn-1, 2 & 3) of palm oil on cardiovascular health and development of obesity, using weaner pigs as a model for young children.

Methods: Male and female weaner piglets were randomly allocated to 4 dietary treatment groups: 1) pork lard (LRD); 2) natural palm olein (NPO); 3) chemically inter-esterified PO (CPO) and 4) enzymatically inter-esterified PO (EnPO) as the fat source. Diets were formulated with 11% lard or with palm olein in order to provide 31% of digestible energy from fat in the diet and were balanced for cholesterol, protein and energy across treatments.

Results: From 8 weeks onwards, pigs on EnPO diet gained (P < 0.05) more weight than all other groups. Feed conversion efficiency (feed to gain) over the 12 week experimental period did not vary between treatment groups. Plasma LDL-C content and LDL-C/HDL-C ratio in pigs fed natural PO tended to be lower compared to all other diets. The natural PO lowered (P < 0.02) the plasma triglyceride (TG) content relative to the lard or EnPO diets, but was not different from the CPO diet. The natural PO diet was associated with lower (P < 0.05) saturated fat levels in subcutaneous adipose tissue than the CPO and EnPO diets that had lower saturated fat levels than the lard diet. Female pigs had lower lean and higher fat and fat:lean ratio in the body compared with male pigs. No difference in weight gain or blood lipid parameters was observed between sexes.

Conclusions: The observations on plasma TG, muscle and adipose tissue saturated fatty acid contents and back fat (subcutaneous) thickness suggest that natural palm oil may reduce deposition of body fat. In addition, dietary supplementation with natural palm oil containing palmitic acid at different positions in meat producing animals may lead to the production of meat and meat products with lower saturated fats. An increase in fat content and a decrease in lean content in female pigs resulted in an increased body fat:lean ratio but gender had no effect on blood lipid parameters or insulin concentrations.