title: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

authors: Winis, Colleen

subjects: attitudes

abstract: The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

text: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

year: 2013

title: The Microflora of the Huhu Grub

authors: Williams, Thomas Carl

subjects: Huhu

abstract: New Zealand's endemic longhorned beetle larvae, the Huhu grub (Prionoplus reticularis) feeds on dead coniferous wood. No studies have been conducted on its gut microflora. Given that the Huhu grub feeds solely on lignocelluloses, it is likely that there are microorganisms present in its gut which are capable of degrading lignocelluloses to release energy rich sugars. This process of lignocelluloses release is the rate limiting step in the utilisation of woody material for bioprocesses such as bioethanol production. Microbial communities from wild grubs were compared with those raised on laboratory diets of either: lignocellulose, cellulose, or complex nutrients. Bacterial gut communities were surveyed using 454 pyrosequencing of the variable 5 and 6 regions (400nt reads) of bacterial 16S rRNA genes as well as clone library analysis of the full length gene (1500bp). Fungal gut communities were analysed using cloning and Sanger sequencing of amplified fungal intergenic spacer (ITS) regions. The wild type gut bacterial population was highly diverse, with no known cellulose or lignin degraders detected in any abundance, although a strain of Burkholderia thought to be capable of nitrogen fixation was detected. No methanogenic archaea or acetogenic bacteria were detected. Fungal ITS sequences had high similarity with those of known lignin, hemicellulose and cellulose degraders in the public databases, and an uncultured Basidiomycete made up 51% of the wild type community, while species of the Penicillium genus dominated the grubs reared on laboratory diets of lignocellulose. When grubs were reared on a diet of only cellulose the fungal community was dominated by a single species identified as Candida shehatae, a hemicellulose degrader known to associate with other longhorned beetle larvae. These fungi may be of interest for the biological conversion of lignocelluloses.

text: The Microflora of the Huhu Grub New Zealand's endemic longhorned beetle larvae, the Huhu grub (Prionoplus reticularis) feeds on dead coniferous wood. No studies have been conducted on its gut microflora. Given that the Huhu grub feeds solely on lignocelluloses, it is likely that there are microorganisms present in its gut which are capable of degrading lignocelluloses to release energy rich sugars. This process of lignocelluloses release is the rate limiting step in the utilisation of woody material for bioprocesses such as bioethanol production. Microbial communities from wild grubs were compared with those raised on laboratory diets of either: lignocellulose, cellulose, or complex nutrients. Bacterial gut communities were surveyed using 454 pyrosequencing of the variable 5 and 6 regions (400nt reads) of bacterial 16S rRNA genes as well as clone library analysis of the full length gene (1500bp). Fungal gut communities were analysed using cloning and Sanger sequencing of amplified fungal intergenic spacer (ITS) regions. The wild type gut bacterial population was highly diverse, with no known cellulose or lignin degraders detected in any abundance, although a strain of Burkholderia thought to be capable of nitrogen fixation was detected. No methanogenic archaea or acetogenic bacteria were detected. Fungal ITS sequences had high similarity with those of known lignin, hemicellulose and cellulose degraders in the public databases, and an uncultured Basidiomycete made up 51% of the wild type community, while species of the Penicillium genus dominated the grubs reared on laboratory diets of lignocellulose. When grubs were reared on a diet of only cellulose the fungal community was dominated by a single species identified as Candida shehatae, a hemicellulose degrader known to associate with other longhorned beetle larvae. These fungi may be of interest for the biological conversion of lignocelluloses.

year: 2011

title: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts

authors: Campbell, Donna

subjects: Mana Wahine

abstract: Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

text: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

year: 2019