title: How school leaders address violence against girls/women in schools and its significance for the implementation of universal basic education policy in Papua New Guinea

authors: Wilson Kend, Pes

subjects: violence against girls/women

abstract: The goal of Universal Basic Education (UBE), as agreed to in the formulation of the Education For All Goals in 1990 and later the development of the Millennium Development Goals (MDGs) by the United Nations (UN) in 2000, is achieving universal primary and secondary education by 2015. However, one of the impediments to the successful attainment of the UBE in Papua New Guinea (PNG) is the issue of violence against girls and women (VAG/W) in schools. Addressing violence and gender issues has a significant impact on the ultimate progress and outcome on the goal of UBE because, in practice, PNG is not free from violence and its related issues of gender inequality. Therefore, this study sought to understand, ‘How School Leaders Address Violence Against Girls/Women in Schools and its Significance for the Implementation of Universal Basic Education Policy in PNG’. Its prime focus was to assess the effectiveness of school leadership in handling VAG/W in PNG schools. 
Some schools and their leaders in PNG have been recognised as working effectively in tackling VAG/W in schools. A secondary intention of this study was to investigate those effective practices and recommend them to other schools and for further improvements. Using interviews with adult school leaders (4) and surveys with student leaders and students (101) the research was carried out in two contextually very different schools in PNG, located in the NCD and Central provinces. Descriptive statistics, thematic analysis and content analysis was used to analyse the data. The study concluded that school leaders at the two schools were attending to issues of VAG/W in their schools and, to some extent, were effective within their specific context. Yet there were still many challenges identified that need on-going attention for achieving universal primary and secondary education and addressing VAG/W. As a result of the study I have proposed several recommendations for the schools, for education in PNG more generally and for those engaging in similar research associated with VAG/W in PNG.

text: How school leaders address violence against girls/women in schools and its significance for the implementation of universal basic education policy in Papua New Guinea The goal of Universal Basic Education (UBE), as agreed to in the formulation of the Education For All Goals in 1990 and later the development of the Millennium Development Goals (MDGs) by the United Nations (UN) in 2000, is achieving universal primary and secondary education by 2015. However, one of the impediments to the successful attainment of the UBE in Papua New Guinea (PNG) is the issue of violence against girls and women (VAG/W) in schools. Addressing violence and gender issues has a significant impact on the ultimate progress and outcome on the goal of UBE because, in practice, PNG is not free from violence and its related issues of gender inequality. Therefore, this study sought to understand, ‘How School Leaders Address Violence Against Girls/Women in Schools and its Significance for the Implementation of Universal Basic Education Policy in PNG’. Its prime focus was to assess the effectiveness of school leadership in handling VAG/W in PNG schools. 
Some schools and their leaders in PNG have been recognised as working effectively in tackling VAG/W in schools. A secondary intention of this study was to investigate those effective practices and recommend them to other schools and for further improvements. Using interviews with adult school leaders (4) and surveys with student leaders and students (101) the research was carried out in two contextually very different schools in PNG, located in the NCD and Central provinces. Descriptive statistics, thematic analysis and content analysis was used to analyse the data. The study concluded that school leaders at the two schools were attending to issues of VAG/W in their schools and, to some extent, were effective within their specific context. Yet there were still many challenges identified that need on-going attention for achieving universal primary and secondary education and addressing VAG/W. As a result of the study I have proposed several recommendations for the schools, for education in PNG more generally and for those engaging in similar research associated with VAG/W in PNG.

year: 2013

title: Benthic microbial communities of coastal terrestrial and ice shelf Antarctic meltwater ponds.

authors: Archer, Stephen David James

subjects: Antarctic

abstract: The numerous perennial meltwater ponds distributed throughout Antarctica represent diverse and productive ecosystems central to the ecological functioning of the surrounding ultra oligotrophic environment. The dominant taxa in the pond benthic communities have been well described however, little is known regarding their regional dispersal and local drivers to community structure. The benthic microbial communities of 12 meltwater ponds in the McMurdo Sound of Antarctica were investigated to examine variation between pond microbial communities and their biogeography. Geochemically comparable but geomorphologically distinct ponds were selected from Bratina Island (ice shelf) and Miers Valley (terrestrial) (<40 km between study sites), and community structure within ponds was compared using DNA fingerprinting and pyrosequencing of 16S rRNA gene amplicons. More than 85% of total sequence reads were shared between pooled benthic communities at different locations (OTU0.05), which in combination with favorable prevailing winds suggests aeolian regional distribution. Consistent with previous findings Proteobacteria and Bacteroidetes were the dominant phyla representing over 50% of total sequences; however, a large number of other phyla (21) were also detected in this ecosystem. Although dominant Bacteria were ubiquitous between ponds, site and local selection resulted in heterogeneous community structures and with more than 45% of diversity being pond specific. Potassium was identified as the most significant contributing factor to the cosmopolitan community structure and aluminum to the location unique community based on a BEST analysis (Spearman's correlation coefficient of 0.632 and 0.806, respectively). These results indicate that the microbial communities in meltwater ponds are easily dispersed regionally and that the local geochemical environment drives the ponds community structure.

text: Benthic microbial communities of coastal terrestrial and ice shelf Antarctic meltwater ponds. The numerous perennial meltwater ponds distributed throughout Antarctica represent diverse and productive ecosystems central to the ecological functioning of the surrounding ultra oligotrophic environment. The dominant taxa in the pond benthic communities have been well described however, little is known regarding their regional dispersal and local drivers to community structure. The benthic microbial communities of 12 meltwater ponds in the McMurdo Sound of Antarctica were investigated to examine variation between pond microbial communities and their biogeography. Geochemically comparable but geomorphologically distinct ponds were selected from Bratina Island (ice shelf) and Miers Valley (terrestrial) (<40 km between study sites), and community structure within ponds was compared using DNA fingerprinting and pyrosequencing of 16S rRNA gene amplicons. More than 85% of total sequence reads were shared between pooled benthic communities at different locations (OTU0.05), which in combination with favorable prevailing winds suggests aeolian regional distribution. Consistent with previous findings Proteobacteria and Bacteroidetes were the dominant phyla representing over 50% of total sequences; however, a large number of other phyla (21) were also detected in this ecosystem. Although dominant Bacteria were ubiquitous between ponds, site and local selection resulted in heterogeneous community structures and with more than 45% of diversity being pond specific. Potassium was identified as the most significant contributing factor to the cosmopolitan community structure and aluminum to the location unique community based on a BEST analysis (Spearman's correlation coefficient of 0.632 and 0.806, respectively). These results indicate that the microbial communities in meltwater ponds are easily dispersed regionally and that the local geochemical environment drives the ponds community structure.

year: 2015

title: He whakanui i ēnei tau, e rima tekau o Te Whare Wānanga o Waikato

authors: Rewi, Poia

subjects: Tohu mātauranga

abstract: Aku tau ki Waikato: 1986-2003

A Block

Koia tērā, ko te Tari Māori (Māori Department), ko Timoti Kāretu te tumuaki, ko tōna kāhui kawe i ngā mahi ko te momo he wā tōna he pūkenga, he ahonuku, he ahorangi, he tākuta, he tohunga; he wā anō he pāpā, he whaea, he matua kēkē, he whaea kēkē; he wā anō he haututū, he hangarau, he whakatoi, he hoa tonu. Ko te tohu kē ia e whakaatuhia nei, ko te mātau o tēnei hanga ki te hāpai i te momo taera e hua ai te pai ki te ākonga, ki te mahi, ki te hapori.

Koia hoki te momo e whakamātauhia ana e te ao Pākehā; te mōhio kē, te tirohanga kē, te pōhēhē, te ture, te kawa me ngā tini aha kē. Koia tonu te momo e whakamātauhia ana e te ao Māori; ōna manako, ōna wawata, ōna taumahatanga, ōna piki, ōna heke. Ko te wā hui ki ngā kaimahi i Te Tari Māori he whakamoemoe i ngā utanga a te whare wānanga me ā te iwi kia whakapōtaehia he ākonga, me te mea, kia puta tonu hei tamāhine, hei tāhae, hei irāmutu, hei mokopuna e “toa ai rātou hei iti kotahi harakoa mō te iwi”. Kātahi nā te whiu ko tēnā, he taumahatanga kāore e pērā rawa te wahatanga e ngā kaimahi Pākehā i roto i ngā kura wānanga pēnei. Heoi anō, ko ia tērā ngā wheako o te wā, ahakoa nō nākua rawa nei i mārama ai taua here ki aua kaimahi, ka mahara iho au ki taua wā, ka mīharo tonu i te kaha o ērā pūkenga2 ki te whakatutuki i te wāhi ki a rātou. I tēnei punua hokinga mahara, ka aro ki ēnei mātua marau e rua, arā, ko te kawea o ngā mahi e taea ai e te Māori, ākonga mai, pūkenga mai, kaupapa mai, i te ao whare wānanga Pākehā, ka tahi; ka rua, ka aro ki ētahi o ngā āhuatanga e honohono ana ki te iwi.

text: He whakanui i ēnei tau, e rima tekau o Te Whare Wānanga o Waikato Aku tau ki Waikato: 1986-2003

A Block

Koia tērā, ko te Tari Māori (Māori Department), ko Timoti Kāretu te tumuaki, ko tōna kāhui kawe i ngā mahi ko te momo he wā tōna he pūkenga, he ahonuku, he ahorangi, he tākuta, he tohunga; he wā anō he pāpā, he whaea, he matua kēkē, he whaea kēkē; he wā anō he haututū, he hangarau, he whakatoi, he hoa tonu. Ko te tohu kē ia e whakaatuhia nei, ko te mātau o tēnei hanga ki te hāpai i te momo taera e hua ai te pai ki te ākonga, ki te mahi, ki te hapori.

Koia hoki te momo e whakamātauhia ana e te ao Pākehā; te mōhio kē, te tirohanga kē, te pōhēhē, te ture, te kawa me ngā tini aha kē. Koia tonu te momo e whakamātauhia ana e te ao Māori; ōna manako, ōna wawata, ōna taumahatanga, ōna piki, ōna heke. Ko te wā hui ki ngā kaimahi i Te Tari Māori he whakamoemoe i ngā utanga a te whare wānanga me ā te iwi kia whakapōtaehia he ākonga, me te mea, kia puta tonu hei tamāhine, hei tāhae, hei irāmutu, hei mokopuna e “toa ai rātou hei iti kotahi harakoa mō te iwi”. Kātahi nā te whiu ko tēnā, he taumahatanga kāore e pērā rawa te wahatanga e ngā kaimahi Pākehā i roto i ngā kura wānanga pēnei. Heoi anō, ko ia tērā ngā wheako o te wā, ahakoa nō nākua rawa nei i mārama ai taua here ki aua kaimahi, ka mahara iho au ki taua wā, ka mīharo tonu i te kaha o ērā pūkenga2 ki te whakatutuki i te wāhi ki a rātou. I tēnei punua hokinga mahara, ka aro ki ēnei mātua marau e rua, arā, ko te kawea o ngā mahi e taea ai e te Māori, ākonga mai, pūkenga mai, kaupapa mai, i te ao whare wānanga Pākehā, ka tahi; ka rua, ka aro ki ētahi o ngā āhuatanga e honohono ana ki te iwi.

year: 2016