Vulnerability and Risk Assessment of the Port Moresby (Papua New Guinea) Coastline—A Case Study

2021 ◽  
pp. 165-190
Author(s):  
Regina Kiele ◽  
Gertrude Miria ◽  
Eddly Joel
2021 ◽  
Author(s):  
◽  
Anna Marisen Joskin

<p>The purpose of this study was to investigate how policy intentions of the curriculum were received and practiced by teachers and to evaluate the effectiveness of the implementation process. The study probed three levels of an implementation process of an Outcomes-Based English Education curriculum in two urban secondary schools in Port Moresby, Papua New Guinea. The specific focus of implementation was on: the initial introduction process, teachers’ beliefs and attitudes, and classroom practices. This research was an exploratory one using focus group discussions, structured interviews, participant observations, and document analysis. A case study method was used; two qualitative studies situated within the constructivist and symbolic interactionism paradigms were used to probe alignment of policy with practice using the diffusion of innovation theoretical lenses. Content, discourse, and document analyses were used to give interpretations to themes resonating with the research focus; these themes were derived both deductively and inductively from data. Findings revealed that the curriculum change was challenging as policy expectations failed to align with practices. There were little shared meanings between teachers’ views and classroom practices; this lack of connection contradicted policy intentions. There also appeared to be no connection by policy makers of the inbuilt tensions inherent in the outcomes-based model of education adopted for PNG. In relation to this, findings from this study revealed the need for collaborative professional development if policy is to be aligned with practice. Hence, this study offers a working tool called a Kibung PD framework as a priority for curriculum implementation at the classroom level.</p>


2021 ◽  
Author(s):  
◽  
Anna Marisen Joskin

<p>The purpose of this study was to investigate how policy intentions of the curriculum were received and practiced by teachers and to evaluate the effectiveness of the implementation process. The study probed three levels of an implementation process of an Outcomes-Based English Education curriculum in two urban secondary schools in Port Moresby, Papua New Guinea. The specific focus of implementation was on: the initial introduction process, teachers’ beliefs and attitudes, and classroom practices. This research was an exploratory one using focus group discussions, structured interviews, participant observations, and document analysis. A case study method was used; two qualitative studies situated within the constructivist and symbolic interactionism paradigms were used to probe alignment of policy with practice using the diffusion of innovation theoretical lenses. Content, discourse, and document analyses were used to give interpretations to themes resonating with the research focus; these themes were derived both deductively and inductively from data. Findings revealed that the curriculum change was challenging as policy expectations failed to align with practices. There were little shared meanings between teachers’ views and classroom practices; this lack of connection contradicted policy intentions. There also appeared to be no connection by policy makers of the inbuilt tensions inherent in the outcomes-based model of education adopted for PNG. In relation to this, findings from this study revealed the need for collaborative professional development if policy is to be aligned with practice. Hence, this study offers a working tool called a Kibung PD framework as a priority for curriculum implementation at the classroom level.</p>


2021 ◽  
Vol 89 ◽  
pp. 106582
Author(s):  
Charles Roche ◽  
Martin Brueckner ◽  
Nawasio Walim ◽  
Howard Sindana ◽  
Eugene John

Radiocarbon ◽  
2021 ◽  
pp. 1-21
Author(s):  
Chris Urwin ◽  
Quan Hua ◽  
Henry Arifeae

ABSTRACT When European colonists arrived in the late 19th century, large villages dotted the coastline of the Gulf of Papua (southern Papua New Guinea). These central places sustained long-distance exchange and decade-spanning ceremonial cycles. Besides ethnohistoric records, little is known of the villages’ antiquity, spatiality, or development. Here we combine oral traditional and 14C chronological evidence to investigate the spatial history of two ancestral village sites in Orokolo Bay: Popo and Mirimua Mapoe. A Bayesian model composed of 35 14C assays from seven excavations, alongside the oral traditional accounts, demonstrates that people lived at Popo from 765–575 cal BP until 220–40 cal BP, at which time they moved southwards to Mirimua Mapoe. The village of Popo spanned ca. 34 ha and was composed of various estates, each occupied by a different tribe. Through time, the inhabitants of Popo transformed (e.g., expanded, contracted, and shifted) the village to manage social and ceremonial priorities, long-distance exchange opportunities and changing marine environments. Ours is a crucial case study of how oral traditional ways of understanding the past interrelate with the information generated by Bayesian 14C analyses. We conclude by reflecting on the limitations, strengths, and uncertainties inherent to these forms of chronological knowledge.


2019 ◽  
Vol 88 ◽  
pp. 104109
Author(s):  
Micah G. Scudder ◽  
Jack Baynes ◽  
Grahame Applegate ◽  
John Herbohn

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