title: An Analysis of the Concept of 'Sustainability' in Mining Agreements in Papua New Guinea: The case of Hidden Valley/Hamata Mine

authors: Esonu, Bernard

subjects: Papua New Guinea

abstract: This thesis examined the way in which notions of economic, social and environmental sustainability were addressed in mining agreements in Papua New Guinea (PNG), through a case study of the Hidden Valley/Hamata mine. The thesis offered a discussion of indigenous and western perspectives on economic, social and environmental perspectives and practices. It then developed a model of sustainable development drawn from the scholarly literature and applied it to the case study.

The thesis explored the extent to which principles of sustainable development were incorporated into the mining agreement, as well as in negotiations amongst key actors. The study analysed key documents relating to sustainable development in PNG, including relevant national legislation and the memorandum of agreement negotiated amongst the principal actors in the Hidden Valley/Hamata mine. In addition, interviews and focus groups with the main participants in the Hidden Valley/Hamata case were also analysed. The analysis revealed significant deficiencies in the understandings of issues around sustainable development among all actors, which affected the negotiations of the mining agreement. The dominant concern for all actors, reflected in the analysis of documents and interviews, was economic. Furthermore, indigenous perspectives on sustainability were not given a hearing in the negotiations.

The study demonstrated that the major power differences between government and the mining company, on the one hand, and the landowners, on the other hand, prevented meaningful participation of the affected villagers in the negotiation process. The contradictory role of the state as both the regulator of the mining company and its partner in the mining development, along with a lack of awareness about issues of sustainable development, adds to the difficulty of implementing the provisions of the Environment Act.  The thesis concludes by developing an analytical framework for negotiating sustainable development in mining agreements through incorporating indigenous and western perspectives and practices of economic, social and environmental sustainability in development projects.

The significance of this research is that it addresses a gap in the literature on sustainable development with specific reference to mining in PNG. It offers insights into the negotiation process of mining agreements and offers a framework for negotiating sustainable development in practice in the future.

text: An Analysis of the Concept of 'Sustainability' in Mining Agreements in Papua New Guinea: The case of Hidden Valley/Hamata Mine This thesis examined the way in which notions of economic, social and environmental sustainability were addressed in mining agreements in Papua New Guinea (PNG), through a case study of the Hidden Valley/Hamata mine. The thesis offered a discussion of indigenous and western perspectives on economic, social and environmental perspectives and practices. It then developed a model of sustainable development drawn from the scholarly literature and applied it to the case study.

The thesis explored the extent to which principles of sustainable development were incorporated into the mining agreement, as well as in negotiations amongst key actors. The study analysed key documents relating to sustainable development in PNG, including relevant national legislation and the memorandum of agreement negotiated amongst the principal actors in the Hidden Valley/Hamata mine. In addition, interviews and focus groups with the main participants in the Hidden Valley/Hamata case were also analysed. The analysis revealed significant deficiencies in the understandings of issues around sustainable development among all actors, which affected the negotiations of the mining agreement. The dominant concern for all actors, reflected in the analysis of documents and interviews, was economic. Furthermore, indigenous perspectives on sustainability were not given a hearing in the negotiations.

The study demonstrated that the major power differences between government and the mining company, on the one hand, and the landowners, on the other hand, prevented meaningful participation of the affected villagers in the negotiation process. The contradictory role of the state as both the regulator of the mining company and its partner in the mining development, along with a lack of awareness about issues of sustainable development, adds to the difficulty of implementing the provisions of the Environment Act.  The thesis concludes by developing an analytical framework for negotiating sustainable development in mining agreements through incorporating indigenous and western perspectives and practices of economic, social and environmental sustainability in development projects.

The significance of this research is that it addresses a gap in the literature on sustainable development with specific reference to mining in PNG. It offers insights into the negotiation process of mining agreements and offers a framework for negotiating sustainable development in practice in the future.

year: 2009

title: An evaluation of the use of phallometric assessment for men incarcerated for sexually offending against children in New Zealand: Past results and future directions.

authors: Jones, David Trevor

subjects: Phallometric Assessment

abstract: Phallometric assessment, the direct measurement of male sexual arousal in response to stimuli presented in a controlled setting, has been widely used in the assessment of sexual offenders to detect deviant sexual interests, determine treatment needs and inform risk assessments, but they have also been criticised due to a weak theoretical basis, wide variations in methodology and serious concerns around reliability and validity.  From 1999 to 2007, phallometric assessments were conducted at two treatment units for incarcerated child sex offenders in New Zealand using a standardised Monarch 3.1 phallometric system which provided a database of 583 cases for analysis.  This project, the only large scale analysis of phallometric data known to have been conducted using New Zealand data, was designed to explore a large number of research questions in three areas.  The first area explored the factor structure of the assessments and the relationships between arousal profiles and a variety of co-existing demographic and offence related variables including age, social desirability, victim gender and victim age.  The second area investigated the ability of a large number of possible phallometric indices to predict future both any sexual reconvictions and those involving children, with a particular focus on the role played by stimuli depicting teenagers.  The third area investigated the prevalence and effects of the deliberate suppression of arousal, and analysed the ability of physiological measures to detect such suppression.  The results of these investigations indicated that phallometric data factored according to the gender of the stimuli and could be further divided into age preferences resembling pedophila and teleiophilia.  Phallometric indices consistently related to known victim gender but not victim age, suggesting that these offenders tended to target victims based on gender preferences but not age preferences to the same degree, posing questions about the relevance of diagnostic labels for age based sexual preferences.  Phallometric results were demonstrated to be predictive of sexual reoffending against children and outperformed actuarial or structured dynamic variables.  The best predictions were obtained using ratio and z-scored differential deviance indices from initial assessments to predict sexual reconvictions involving children in a sample of extrafamilial offenders, with a maximum AUC found of .69.  Post-treatment assessments also predicted reconviction, but change scores from pre to post-treatment did not, suggesting that the practice of conducting post-treatment phallometric assessments is of little value.  The investigation into the suppression of arousal found that subjects could reduce the magnitude of their arousal, but could not reduce the discriminative abilities of interpretative indices.  In this sample, there was no reliable way to detect markers of suppression using GSR traces, respiration traces or the patterns in the penile traces themselves.  While many of these findings support those in the existing literature, others are original contributions which extend the literature, including the use of a Principal Component Analysis on raw phallometric data, an exploration of the effects of the use of pubescent stimuli, a mathematical rather than subjective analysis of the properties of penile, GSR and respiration data in relation to suppression, the use of Receiver Operating Characteristic analysis to clarify the relationship between arousal profiles and victim preferences and an analysis of the effects of varying significance levels on the detection of male victims and the prediction of recidivism.  Overall, this research extends and clarifies the phallometric literature through evidence that phallometric assessments may not provide a definitive measure of sexual interests and are not an absolute predictor of reconviction, but are the best available tool for measuring arousal patterns and could be a valuable contributor to a multimodal assessment of risk.

text: An evaluation of the use of phallometric assessment for men incarcerated for sexually offending against children in New Zealand: Past results and future directions. Phallometric assessment, the direct measurement of male sexual arousal in response to stimuli presented in a controlled setting, has been widely used in the assessment of sexual offenders to detect deviant sexual interests, determine treatment needs and inform risk assessments, but they have also been criticised due to a weak theoretical basis, wide variations in methodology and serious concerns around reliability and validity.  From 1999 to 2007, phallometric assessments were conducted at two treatment units for incarcerated child sex offenders in New Zealand using a standardised Monarch 3.1 phallometric system which provided a database of 583 cases for analysis.  This project, the only large scale analysis of phallometric data known to have been conducted using New Zealand data, was designed to explore a large number of research questions in three areas.  The first area explored the factor structure of the assessments and the relationships between arousal profiles and a variety of co-existing demographic and offence related variables including age, social desirability, victim gender and victim age.  The second area investigated the ability of a large number of possible phallometric indices to predict future both any sexual reconvictions and those involving children, with a particular focus on the role played by stimuli depicting teenagers.  The third area investigated the prevalence and effects of the deliberate suppression of arousal, and analysed the ability of physiological measures to detect such suppression.  The results of these investigations indicated that phallometric data factored according to the gender of the stimuli and could be further divided into age preferences resembling pedophila and teleiophilia.  Phallometric indices consistently related to known victim gender but not victim age, suggesting that these offenders tended to target victims based on gender preferences but not age preferences to the same degree, posing questions about the relevance of diagnostic labels for age based sexual preferences.  Phallometric results were demonstrated to be predictive of sexual reoffending against children and outperformed actuarial or structured dynamic variables.  The best predictions were obtained using ratio and z-scored differential deviance indices from initial assessments to predict sexual reconvictions involving children in a sample of extrafamilial offenders, with a maximum AUC found of .69.  Post-treatment assessments also predicted reconviction, but change scores from pre to post-treatment did not, suggesting that the practice of conducting post-treatment phallometric assessments is of little value.  The investigation into the suppression of arousal found that subjects could reduce the magnitude of their arousal, but could not reduce the discriminative abilities of interpretative indices.  In this sample, there was no reliable way to detect markers of suppression using GSR traces, respiration traces or the patterns in the penile traces themselves.  While many of these findings support those in the existing literature, others are original contributions which extend the literature, including the use of a Principal Component Analysis on raw phallometric data, an exploration of the effects of the use of pubescent stimuli, a mathematical rather than subjective analysis of the properties of penile, GSR and respiration data in relation to suppression, the use of Receiver Operating Characteristic analysis to clarify the relationship between arousal profiles and victim preferences and an analysis of the effects of varying significance levels on the detection of male victims and the prediction of recidivism.  Overall, this research extends and clarifies the phallometric literature through evidence that phallometric assessments may not provide a definitive measure of sexual interests and are not an absolute predictor of reconviction, but are the best available tool for measuring arousal patterns and could be a valuable contributor to a multimodal assessment of risk.

year: 2014

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010