title: Women Leading in Silence in Papua New Guinea Higher Education

authors: Vali, Kerren Silo

subjects: women

abstract: The Constitution of the Independent State of Papua New Guinea (National Goals and Directive Principles, the Preamble of the PNG Constitution, 1975) and the National Gender Equity Policy (2003) advocate for the increase of women's representation in educational leadership positions in higher education institutions. However, that has not been the case because leadership opportunities have not been fully extended to the women academics in the higher education sector. 
This research explored the experiences of women in formal leadership positions and aspiring women leaders. The study examined what influenced women's access to leadership roles within the higher education in Papua New Guinea (PNG) and how this impacted their career advancement within the leadership structure. It also explored the beliefs and perceptions women held towards leadership, and investigated what factors influenced these. 
This research used a qualitative approach to gather data in Papua New Guinea from April - June 2009. The interviews were conducted with five women who were in formal leadership positions and eight aspiring women leaders in one university. Data was analyzed using a thematic analysis approach. A major finding was that the socio-cultural context had a powerful influence on women's educational leadership experiences in PNG. It impacted on women's values and beliefs in leadership which were significantly influenced by the Christian and Melanesian cultural value systems. As a result, women associated leadership with collaborative and servant leadership approaches. Some key findings illustrated how power was wielded over women in family settings, and through 'big man' leadership which in turn, impacted women's leadership aspirations. Furthermore, the appointment process and the lack of support systems such as mentoring and networking for women in the institution disadvantaged women to progress in their careers. There were other factors such as gender discrimination, the challenges of balancing family/work and lack of confidence which created barriers for women's advancement to leadership positions. Overall, this study has shown that Papua New Guinea patriarchal society by large has effects on the women educational leaders in the higher education sector.

text: Women Leading in Silence in Papua New Guinea Higher Education The Constitution of the Independent State of Papua New Guinea (National Goals and Directive Principles, the Preamble of the PNG Constitution, 1975) and the National Gender Equity Policy (2003) advocate for the increase of women's representation in educational leadership positions in higher education institutions. However, that has not been the case because leadership opportunities have not been fully extended to the women academics in the higher education sector. 
This research explored the experiences of women in formal leadership positions and aspiring women leaders. The study examined what influenced women's access to leadership roles within the higher education in Papua New Guinea (PNG) and how this impacted their career advancement within the leadership structure. It also explored the beliefs and perceptions women held towards leadership, and investigated what factors influenced these. 
This research used a qualitative approach to gather data in Papua New Guinea from April - June 2009. The interviews were conducted with five women who were in formal leadership positions and eight aspiring women leaders in one university. Data was analyzed using a thematic analysis approach. A major finding was that the socio-cultural context had a powerful influence on women's educational leadership experiences in PNG. It impacted on women's values and beliefs in leadership which were significantly influenced by the Christian and Melanesian cultural value systems. As a result, women associated leadership with collaborative and servant leadership approaches. Some key findings illustrated how power was wielded over women in family settings, and through 'big man' leadership which in turn, impacted women's leadership aspirations. Furthermore, the appointment process and the lack of support systems such as mentoring and networking for women in the institution disadvantaged women to progress in their careers. There were other factors such as gender discrimination, the challenges of balancing family/work and lack of confidence which created barriers for women's advancement to leadership positions. Overall, this study has shown that Papua New Guinea patriarchal society by large has effects on the women educational leaders in the higher education sector.

year: 2010

title: An orthomanganation route to 2-substituted derivatives of N-methyl-1,8-naphthalimide

authors: Nicholson, Brian K.

subjects: Naphthalimide

abstract: N-methyl naphthalimide can be readily cyclomanganated at the 2-position, directed by the adjacent amide O atom. Di-cyclomanganation also occurs readily to attach Mn(CO)₄ groups at both 2, 7 positions. An X-ray structure determination of the mono-substituted example confirmed the five-membered metallocyclic ring. Cleavage of the Mn–C bond by HgCl₂ or ICl generates 2-substituted HgCl or I derivatives respectively. Reaction of the mono-cyclomanganated N-methyl naphthalimide with phenylacetylene gives an (η⁵-cyclohexadienyl)Mn(CO)₃ complex where the cyclohexadienyl ring has formed by two PhCCH adding in a formal [2 + 2 + 2] process across the C(1)–C(2) bond of the naphthalimide, breaking the aromaticity of the naphthalene ring as shown by a single crystal structure determination.

text: An orthomanganation route to 2-substituted derivatives of N-methyl-1,8-naphthalimide N-methyl naphthalimide can be readily cyclomanganated at the 2-position, directed by the adjacent amide O atom. Di-cyclomanganation also occurs readily to attach Mn(CO)₄ groups at both 2, 7 positions. An X-ray structure determination of the mono-substituted example confirmed the five-membered metallocyclic ring. Cleavage of the Mn–C bond by HgCl₂ or ICl generates 2-substituted HgCl or I derivatives respectively. Reaction of the mono-cyclomanganated N-methyl naphthalimide with phenylacetylene gives an (η⁵-cyclohexadienyl)Mn(CO)₃ complex where the cyclohexadienyl ring has formed by two PhCCH adding in a formal [2 + 2 + 2] process across the C(1)–C(2) bond of the naphthalimide, breaking the aromaticity of the naphthalene ring as shown by a single crystal structure determination.

year: 2012

title: Empowerment evaluation of Te Taiwhenua o Heretaunga Family Start: Improving service delivery

authors: Little, Gaylene Robina

subjects: Family Start

abstract: This thesis explores child maltreatment in New Zealand by considering service delivery of the Family Start programme at Te Taiwhenua o Heretaunga through an empowerment evaluation. The purpose of this research is to evaluate the service delivery process of the Family Start programme at this site to inform the organization and other Family Start key agents of possible improvements to service delivery so that the Family Start programme is best able to reduce the risk factors that are known to influence child maltreatment in New Zealand. The best possible service delivery by kaupapa providers supports sustainability and the continuity of service with Māori through continual funding. The two objectives of this research are to look at how well the Family Start programme is implemented at Te Taiwhenua o Heretaunga and to consider the cultural appropriateness of service delivery. Community psychology is the paradigm within which I position myself. I respect the values of community psychology that aim to improve the position of disadvantaged people through their participation in social change and community development. Te Taiwhenua o Heretaunga is a kaupapa Māori provider and I see an empowerment evaluation as a tool for internal evaluation to assist organizations who value self determination in their own practice. Both quantitative and qualitative data were collected and analyzed. There are two objectives to consider service delivery; firstly process aspects of service delivery are looked at and secondly the cultural relevance of service delivery to the population receiving the Family Start programme at this site. These are described as nine points about service delivery. The aim is to provide an empowerment evaluation for Te Taiwhenua o Heretaunga to inform, assist and improve service delivery of the Family Start programme in a culturally appropriate manner. The findings suggest better understanding is needed by Te Taiwhenua o Heretaunga Family Start staff, about the programme intentions, the use of tools such as Born to Learn/Ahuru Mōwai, individual family plans, service delivery levels, maintaining health records and ways to encourage collaboration between agencies. Te Taiwhenua o Heretaunga are shown in this research to be reaching the intended population for the Family Start programme, and service delivery appears to be culturally relevant to the clients on the programme at this time. The findings are limited by the fact that access to some information was restricted by Te Taiwhenua o Heretaunga Family Start management. Consequently, this research looked only at service delivery, and not the benefits of or barriers to the actual programme. The effectiveness of the programme in reducing child maltreatment is important but could not be measured in this research. Reducing child maltreatment is the main aim of the Family Start programme and would be measured through client outcomes. This research considered service delivery to see if the Family Start programme is offered optimally to assist the aim of reducing child maltreatment.

text: Empowerment evaluation of Te Taiwhenua o Heretaunga Family Start: Improving service delivery This thesis explores child maltreatment in New Zealand by considering service delivery of the Family Start programme at Te Taiwhenua o Heretaunga through an empowerment evaluation. The purpose of this research is to evaluate the service delivery process of the Family Start programme at this site to inform the organization and other Family Start key agents of possible improvements to service delivery so that the Family Start programme is best able to reduce the risk factors that are known to influence child maltreatment in New Zealand. The best possible service delivery by kaupapa providers supports sustainability and the continuity of service with Māori through continual funding. The two objectives of this research are to look at how well the Family Start programme is implemented at Te Taiwhenua o Heretaunga and to consider the cultural appropriateness of service delivery. Community psychology is the paradigm within which I position myself. I respect the values of community psychology that aim to improve the position of disadvantaged people through their participation in social change and community development. Te Taiwhenua o Heretaunga is a kaupapa Māori provider and I see an empowerment evaluation as a tool for internal evaluation to assist organizations who value self determination in their own practice. Both quantitative and qualitative data were collected and analyzed. There are two objectives to consider service delivery; firstly process aspects of service delivery are looked at and secondly the cultural relevance of service delivery to the population receiving the Family Start programme at this site. These are described as nine points about service delivery. The aim is to provide an empowerment evaluation for Te Taiwhenua o Heretaunga to inform, assist and improve service delivery of the Family Start programme in a culturally appropriate manner. The findings suggest better understanding is needed by Te Taiwhenua o Heretaunga Family Start staff, about the programme intentions, the use of tools such as Born to Learn/Ahuru Mōwai, individual family plans, service delivery levels, maintaining health records and ways to encourage collaboration between agencies. Te Taiwhenua o Heretaunga are shown in this research to be reaching the intended population for the Family Start programme, and service delivery appears to be culturally relevant to the clients on the programme at this time. The findings are limited by the fact that access to some information was restricted by Te Taiwhenua o Heretaunga Family Start management. Consequently, this research looked only at service delivery, and not the benefits of or barriers to the actual programme. The effectiveness of the programme in reducing child maltreatment is important but could not be measured in this research. Reducing child maltreatment is the main aim of the Family Start programme and would be measured through client outcomes. This research considered service delivery to see if the Family Start programme is offered optimally to assist the aim of reducing child maltreatment.

year: 2010