Possible influence of Gondwanan glaciation on low-latitude carbonate sedimentation and trans-equatorial faunal migration: the lower Permian of South China

Peculiar Early Permian palaeontological and sedimentological features are reviewed from South China, including characteristic Early Permian cold-water Gondwanan brachiopod taxa and faunas from Sichuan and Guizhou provinces, widespread rosettes and irregular aggregates of calcite prisms ('Chrysanthemum Stones') within the Qixia limestones, and lack of significant Early Permian reef buildups. The occurrences of these features are at odds with the currently widely held view that South China was located in a palaeotropical, warm-water setting throughout the Permian and hence harboured a highly diverse shallow marine biota. In this paper, I propose a working hypothesis, suggesting that influence of at least cool water masses may have intermittently occurred in South China during the Early Permian, which facilitated the formation of the cool water-influenced palaeontological and sedimentological features and promoted the interchanges of cool to cold water marine faunas between the Gondwanan and Boreal Realms. These cool water masses may have been transported to low-latitude regions as deep currents from northern and eastern shelves of Gondwanaland and upwelled along the western coast of South China as well as within the relatively deep-water basins of central South China. Prevalence of these meridional, north-directed deep cold water currents during the Early Permian may have been related to the glaciation event of Gondwanaland. An alternative and/or additional source of cooling may have also originated from strong easterly palaeoequatorial boundary currents operating within the Palaeotethys at times during the Early Permian, inducing and/or enhancing upwelling of cool to cold water masses in the eastern Palaeotethys. This latter scenario is analogous to the occasional 'La Nina' effect (opposite to the 'El Nino' effect) at the equatorial belt of the modern Pacific Ocean.

Observations on ponticocythereis tricristata (Brady, 1880) from the Admiralty Islands, Papua New Guinea and comments on quaternary ostracod evolution within the sw Pacific Ocean

The ostracod species originally described as Cythere tricristata Brady, 1880 from the Admiralty Islands, Papua New Guinea, appears to belong to the SW Pacific and Australasian genus Ponticocythereis McKenzie, 1967 (sensu Warne & Whatley 1996). This interpretation is based on the presence of some posterior pointing scale-like spines on the carapace surface of this species. SEM images of the type material for Ponticocythereis tricristara n. comb., which are presented here for the first time, enable the clear differentiation of this species from the very similar Ponticocythereis ichthyoderma (Brady, 1890), Ponticocythereis quadriserialis (Brady, 1890) and Ponticocythereis laingensis (Wouters, 1981). As a consequence of the subdued manifestation of scale-like or blade-like spines on adult specimens of P. tricristata, this species closely resembles juvenile rather than adult specimens of some other Ponticocythereis species. This ontogenetic/phylogenetic relationship suggests that paedomorphic processes were significant in the Quaternary evolutionary radiation of Ponticocythereis species within tropical SW Pacific and Australasian regions.

Disrupting assumptions about vernacular education in Papua New Guinea

During 1999 and 2000, the author was employed by the Papua New Guinea Department of Education. Part of her duties at the Papua New Guinea Education Institute was to deliver in-service professional development programs to teachers who were implementing the country’s new curriculum. A focus of this curriculum is the use of two languages in early education; it also responds to the notion of the “bridging years” when children in Papua New Guinea develop skills and knowledge in two cultures and two languages. In this article, the author casts a critical gaze on the implications of developing literacy technologies for oral languages in Papua New Guinea. She uses examples drawn from the in-service course she developed for practicing teachers, as well as referring to theoretical understandings of the importance of literacy practices being learned in social and cultural contexts.

Lower permian oncolites from South China: implications for equatorial sea-level responses to late palaeozoic Gondwanan glaciation

The oncoid-bearing Chuanshan Formation is a regionally extensive carbonate deposit of predominantly Asselian to early Sakmarian (Early Permian) age in South China, occupying an area of some 500,000 km2. Throughout South China, the oncoid-bearing horizons are generally stable and broadly comparable in lithology, fossil content and the morphology of the oncoid grains. Four types of microfacies are recognized from the oncolite succession and overall they suggest a moderate- to high-energy, wave-agitated shallow marine carbonate platform environment. An analysis of the stratigraphic distribution of oncoid grain size, density, thickness and the bedding structures of the oncolite beds and the number of coating laminae indicate the presence of metre-scale cyclothems, suggestive of possible high-frequency cycles of sea-level fluctuation. Compared to carbonate successions above and below that lack oncolites, and in conjunction with evidence from sequence stratigraphic and isotopic geochemical analyses of coeval carbonate deposits in South China and elsewhere, the origin of the Chuanshan oncolites is linked to a drastic drop in global sea-level at the Pennsylvanian–Permian boundary, that can be correlated closely in timing with the zenith of the Late Palaeozoic Gondwanan glaciation. It is further suggested that the eustatic changes apparent from the deposition of the Chuanshan oncolites and similar coeval deposits in lower palaeolatitudes were coupled with, and influenced by, the contemporaneous high-latitude Gondwanan glaciation, the largest and longest known such event in Phanerozoic Earth history.

Export-led growth hypothesis: evidence from Papua New Guinea and Fiji

Purpose - This paper aims to examine the export-led growth hypothesis for Fiji and Papua New Guinea (PNG).

Design/methodology/approach – The paper investigates the export-led growth hypothesis for Fiji and PNG who have been facing dismal economic growth performances over the last couple of decades.

Findings – Findings of the study suggest that for Fiji there is evidence of export-led growth in the long-run, while for PNG there is evidence of export-led growth in the short-run.

Originality/value – The findings of this paper have important messages for policy makers given that export sectors in both countries investigated are underdeveloped due mainly to a sustained period of political instability.

1-14C-Linoleic Acid distrubution in various tissue lipids of guinea pigs following an oral dose

A recent study on the metabolism of 1-¹⁴C-α-linolenic acid in the guinea pig revealed that the fur had the highest specific activity of all tissues examined, 48 h after dosing. The present study investigated the pattern of tissue lipid labeling following an oral dose of 1-¹⁴C-linoleic acid after the animals had been dosed for the same time as above. Guinea pigs were fed one of two diets with a constant linoleic acid content (18% total fatty acids) and a different content of α-linolenic acid (0.3 or 17.3%) from weaning for 3 wk and 1-¹⁴C-linoleic acid was given orally to each animal for 48 h prior to sacrifice. The most highly labeled tissues (dpm/mg of linoleic acid) were liver, followed by brain, lung and spleen, heart, kidney and adrenal and intestines, in both diet groups. The liver had almost a three-fold higher specific activity than skin and fur which was more extensively labeled than the adipose and carcass. Approximately two-thirds of the label in skin plus fur was found in the fur which, because of a low lipid mass, would indicate that the fur was highly labeled. All tissues derived from animals on the diet with the low α-linolenic acid level were significantly more labeled than the tissues from the animals on the high α-linolenic acid diet, by a factor of 1.5 to 3. The phospholipid fraction was the most highly labeled fraction in the liver, free fatty acids were the most labeled fraction in skin & fur, while triacyglycerols were the most labeled in the carcass and adipose tissue. In these tissues, more than 90% of the radioactivity was found in fatty acids with 2-double bonds in the tissue lipids. These data indicate that the majority of label found in guinea pig tissues 48 h after dosing was still associated with a fatty acid fraction with 2-double bonds, which suggests there was little metabolism of linoleic acid to more highly unsaturated fatty acids in this time frame. In this study, the labeling of guinea pig tissues with linoleic acid, 48 h after dosing, was quite different from the labeling with α-linolenic acid reported previously. The retention of the administered radioactivity from ¹⁴C-linoleic acid in the whole body lipids was 1.6 times higher in the group fed the low α-linolenic acid diet (diet contained a total of 1.8 g PUFA/100 g diet)compared with the group fed the high α-linolenic acid diet (diet contained 3.6 g PUFA/100 g diet). The lack of retention of ¹⁴C-labeled lipids in the whole body would be consistent with an increased rate of β-oxidation of the labeled fatty acid on the diet rich in PUFA, a result supported by other studies using direct measurement of labeled carbon dioxide.

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.