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Bibliografias temáticas / Literacy programs Papua New Guinea

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Literatura científica selecionada sobre o tema "Literacy programs Papua New Guinea"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 13 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Literacy programs Papua New Guinea"

1

Wormald, Eileen. "Political literacy in Papua New Guinea". International Journal of Educational Development 11, n.º 1 (janeiro de 1991): 3–11. http://dx.doi.org/10.1016/0738-0593(91)90004-r.

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Lindström, Eva. "Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea". Current Issues in Language Planning 6, n.º 2 (15 de maio de 2005): 200–223. http://dx.doi.org/10.1080/14664200508668281.

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Simoncini, Kym, Hilary Smith e Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences". Australasian Journal of Early Childhood 45, n.º 4 (22 de outubro de 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.

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Kelly-Hanku, Angela, Jamee Newland, Peter Aggleton, Sophie Ase, Voletta Fiya, Herick Aeno, Lisa M. Vallely, Glen DL Mola, John M. Kaldor e Andrew J. Vallely. "Health communication messaging about HPV vaccine in Papua New Guinea". Health Education Journal 78, n.º 8 (24 de junho de 2019): 946–57. http://dx.doi.org/10.1177/0017896919856657.

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Objective:The type of health education messages that communities and individuals seek to have communicated about the human papillomavirus (HPV) vaccine is important if vaccine programmes are to succeed, especially in settings such as Papua New Guinea (PNG), which have a high burden of cervical cancer, low health literacy and negative experiences of earlier vaccination programmes. This study sought to identify the health education messages that are viewed as most appropriate in such a context.Methodology:A qualitative study using gender-specific focus group discussions ( N = 21) and semi-structured interviews ( N = 82) was undertaken in three sites in PNG. Sites included both rural and urban locations in Milne Bay, Eastern Highlands and Western Highlands Provinces.Results:Two divergent discourses emerged. One group of participants, largely young people, felt communication messages should stress that HPV is a preventable sexually transmitted infection, which can cause cervical cancer. The other group, mainly members of the older population, believed that messaging should focus on the vaccine as a prevention strategy for cervical cancer. A small minority wanted both aspects of the vaccine discussed.Conclusion:Sensitivity needs to be taken when engaging with communities which have negative experiences of earlier infant immunisation programmes. Ensuring that the health communication needs and priorities of different sections of the populations are taken into account is key to the successful introduction and roll-out of HPV vaccination in this setting.

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Simoncini, Kym, Barbara Pamphilon e Katja Mikhailovich. "Place-Based Picture Books as an Adult Learning Tool: Supporting Agricultural Learning in Papua New Guinea". Adult Learning 28, n.º 2 (14 de setembro de 2016): 61–68. http://dx.doi.org/10.1177/1045159516668815.

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This article describes the rationale, development, and outcomes of two place-based, dual-language picture books with agricultural messages for women farmers and their families in Papua New Guinea. The purpose of the books was to disseminate better agricultural and livelihood practices to women farmers with low literacy. The books were designed and illustrated in collaboration with women farmers from two provinces. Evaluation data were collected through focus groups with local peer educators (village community educators [VCEs]). The VCEs reported changes in family practices related to marketing, budgeting, and saving that reflected messages in the books. The books helped the VCEs who had received livelihood and agricultural training to recall and implement the training in addition to sharing their knowledge. Farmers with low literacy were able to access the messages through the illustrations. Such place-based picture books are a powerful medium for low literacy women farmers and their families to learn about and reinforce positive livelihood and agricultural practices.

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Reid, M. Sophie. "Yaws in Papua New Guinea: Extent of the Problem and Status of Control Programs". Clinical Infectious Diseases 7, Supplement_2 (1 de maio de 1985): S254—S259. http://dx.doi.org/10.1093/clinids/7-supplement_2.s254.

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Waffi, Joy Marie. "Evaluating Women's Empowerment: Experimenting with a Creative Participatory Self-evaluation Methodology in Papua New Guinea". Evaluation Journal of Australasia 17, n.º 3 (setembro de 2017): 40–43. http://dx.doi.org/10.1177/1035719x1701700306.

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This article introduces a participatory evaluation methodology that can be used with very low literacy groups of women to capture change experienced in their voice, participation, and decision-making abilities at the household and community levels. Central to this methodology is the process utilised to enable a personal determination of the level of change that has taken place according to individual baselines and circumstances, and using this information to present a more accurate picture of how much change has occurred for some women versus others and use percentage break-ups to show the different change-level-groups of women in a community. Whereas one can easily make the mistake of generalising change levels for all the women based on the responses of a few outspoken ones, this evaluation methodology captures the richness and diversity that exists even among a small group of women. Utilising such an evaluation approach makes one recognise the complexities that come with measuring change in women's voice, participation and decision-making in very low literacy settings. Developed in haste and used for an internal CARE International end-of-project evaluation in early 2014, the author shares her original experience of utilising this new self-developed participatory evaluation methodology. The article is sequenced so that the reader is presented with the circumstances out of which this evaluation methodology was developed, the benefits discovered from utilising it, shortfalls of the original methodology, and improvements that will be made to further develop and strengthen the methodology.

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Finau, Glenn, Kerry Jacobs e Satish Chand. "Agents of alienation: accountants and the land grab of Papua New Guinea". Accounting, Auditing & Accountability Journal 32, n.º 5 (17 de junho de 2019): 1558–84. http://dx.doi.org/10.1108/aaaj-10-2017-3185.

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Purpose The purpose of this paper is to explore and examine the role of accounting and accountants in customary land transactions between Indigenous peoples and foreign corporate entities. The paper uses the case of two accountants who utilised accounting technologies in lease agreements to alienate customary land from Indigenous landowners in Papua New Guinea (PNG). Design/methodology/approach Employing a case study methodology, the paper draws on contemporary data sets of transcripts related to a Commission of Inquiry established in 2011 to investigate PNG’s Special Agricultural Business Lease system. Analysis of other publicly available data and semi-structured interviews with PNG landowners and other stakeholders supplement and triangulate data from the inquiry transcripts. A Bourdieusian lens was adopted to conceptualise how accounting was used in the struggles for customary land between foreign developers and Indigenous landowners within the wider capitalist field and the traditional Melanesian field. Findings This paper reveals how accountants exploited PNG’s customary land registration system, the Indigenous peoples’ lack of financial literacy and their desperation for development to alienate customary land from landowners. The accountants employed accounting technologies in the sublease agreements to reduce their royalty obligations to the landowners and to impose penalty clauses that made it financially impossible for the landowners to cancel the leases. The accountants used accounting to normalise, legitimise and rationalise these exploitative arrangements in formal lease contracts. Originality/value This paper responds to the call for research on accounting and Indigenous peoples that is contemporary rather than historic; examines the role of accountants in Indigenous relations, and examines the emancipatory potential of accounting.

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Wickneswari, R., e M. Norwati. "Genetic Diversity of Natural-Populations of Acacia auriculiformis". Australian Journal of Botany 41, n.º 1 (1993): 65. http://dx.doi.org/10.1071/bt9930065.

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Seeds from 18 populations of Acacia auriculiformis A. Cunn. ex Benth. from natural riverine and coastal forests in Australia and Papua New Guinea were electrophoretically analysed at 22 isozyme loci representing 17 enzyme systems. Genetic variability measures were determined using 12 isozyme loci. On average, 39.8% of the loci were polymorphic (0.99 criterion). Average and effective numbers of alleles per locus were 1.5 and 1.1 respectively. Mean expected heterozygosity was 0.081 with values ranging from 0.002 (South Alligator River, Northern Territory) to 0.180 (North Mibini, Papua New Guinea). The genetic differentiation between populations was high (GST = 0.270), indicating that about 73% of the isozyme variation was among progenies within populations. Hence, both intra- and inter-population genetic variations are important in initial selections in A. auriculiformis improvement programs. Nei's unbiased genetic distance between populations ranged from 0.000 to 0.120, with populations from the Northern Territory, Australia, generally being very closely related to each other. UPGMA cluster analysis using Nei's unbiased genetic distance revealed three distinct clusters of populations corresponding to the geographic distribution of the species in the Northern Territory and Queensland, Australia, and Papua New Guinea. Populations from Queensland were closely related to populations from Papua New Guinea rather than to populations from the Northern Territory, which is in the same land mass.

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McKeown, Eamonn. "Biros, Books and Big-men: Literacy and the Transformation of Leadership in Simbu, Papua New Guinea". Oceania 72, n.º 2 (dezembro de 2001): 105–16. http://dx.doi.org/10.1002/j.1834-4461.2001.tb02775.x.

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Mais fontes

Teses / dissertações sobre o assunto "Literacy programs Papua New Guinea"

1

Hynum, Barbara J. "Indigenously authored and illustrated literature: An answer to esoteric notions of literacy among the Numanggang adults of Papua New Guinea". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1719.

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2

McKeown, Eamonn J. "Patterns of literacy in a rural village, Simbu, Papua New Guinea". Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314068.

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3

Young, Kathryn, e edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA". Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.

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In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: P a critical review of the imported educational system and related practices and related issues since Independence P narrative report of the experience of two colleagues in western education P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

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4

Gould, Syd. "Vernacular Bible reading in a traditionally oral society : a case study of the use of the translated vernacular scriptures in the Huli region of the Evangelical Church of Papua New Guinea, with particular reference to the influence of the Asia Pacific Christian Mission /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19378.pdf.

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Rumere, Deborah Anne. "Initial literacy in Papua New Guinea-indigenous languages, Tok Pisin or English?" 2001. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr936.pdf.

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Livros sobre o assunto "Literacy programs Papua New Guinea"

1

Miller, Kathryn Elizabeth. The fit between training and use in a vernacular literacy training program: An ethnographic study of four Papua New Guineans. Ann Arbor, MI: University Microfilms, 1991.

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2

National literacy policy of Papua New Guinea. [Port Moresby], Papua New Guinea: Dept. of Education, 2000.

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3

Labajo, Maritona Victa. The power of literacy: Women's journeys in India, Indonesia, Philippines and Papua New Guinea. Mumbai, India: Asia South Pacific Association for Basic and Adult Education, 2012.

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4

Ram, Bidesi Vina, Diffey Simon, Gillett R. D, South Pacific Forum Fisheries Agency. e Pacific Islands Forum, eds. Gender issues in tuna fisheries: Case studies in Papua New Guinea, Fiji and Kiribati. [Honiara, Solomon Islands]: Forum Fisheries Agency & Pacific Islands Forum Secretariat, 2008.

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5

Nancy, Sullivan. Gender issues in tuna fisheries: Case studies in Papua New Guinea, Fiji and Kiribati. [Honiara, Solomon Islands]: Forum Fisheries Agency & Pacific Islands Forum Secretariat, 2008.

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6

Papua New Guinea. Delegation to the Australian Political Exchange Council Programme (6th : 2003 : Canberra, Australia). Report of Papua New Guinea Delegation to the 6th Australian Political Exchange Council Programme (APEC): Canberra, Australia : 23rd-30th March 2003. [Papua New Guinea]: Papua New Guinea Delegation to the 6th Australian Political Exchange Council Programme, 2003.

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7

Merlan, Francesca. Ku Waru: Language and segmentary politics in the western Nebilyer Valley, Papua New Guinea. Cambridge: Cambridge University Press, 1991.

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8

1949-, Hazlehurst Kayleen M., e Australian Institute of Criminology, eds. Justice programs for Aboriginal and other indigenous communities: Australia, New Zealand, Canada, Fiji, and Papua New Guinea : proceedings, Aboriginal Criminal Justice Workshop, no. 1, 29 April to May 1985. Canberra, ACT: Australian Institute of Criminology, 1985.

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9

Waters, Glenys. A survey of vernacular education programming at the provinciallevel within Papua New Guinea. SIL Printing Department, 1996.

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10

Justice programs for Aboriginal and other indigenous communities: Australia, New Zealand, Canada, Fiji, and Papua New Guinea : Proceedings, Aboriginal ... to May 1985 (Proceedings / AIC Seminar). Australian Institute of Criminology, 1985.

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Capítulos de livros sobre o assunto "Literacy programs Papua New Guinea"

1

Lindström, Eva. "Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea". In Language Planning and Policy: Issues in Language Planning and Literacy, editado por Anthony J. Liddicoat, 185–208. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-013.

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2

"Chapter Nine. “Read It, Don’t Smoke It!”: Developing and Maintaining Literacy in Papua New Guinea". In Indigenous Textual Cultures, 216–42. Duke University Press, 2020. http://dx.doi.org/10.1515/9781478012344-011.

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3

"Rights and Expectations in an Age of ‘Debt Crisis’: Literacy and Integral Human Development in Papua New Guinea". In Knowledge, Culture And Power, 91–110. Routledge, 2005. http://dx.doi.org/10.4324/9780203974674-10.

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4

Motrescu-Mayes, Annamaria, e Heather Norris Nicholson. "Resisting Colonial Gendering while Domesticating the Empire". In British Women Amateur Filmmakers, 57–88. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474420730.003.0003.

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This chapter examines how colonial women amateur filmmakers often documented in detail their early and mid-twentieth century overseas travel and settlement experiences, jobs, sports and private and official events. Relying on cross-archival primary sources, it discusses the filmmakers’ simultaneous roles as vectors of colonising credos and commodified subalterns of imperial paternalism. It explores the historical discourse present across several colonial amateur films made by British women in South Asia, Africa, Papua New Guinea, and the Middle East between 1920s and 1940s. It also considers gender and racial hierarchies as shaped by imperial rule while confirmed or challenged by the filmmakers' prevailing perceptions of cinematic vocabulary and practice. Although traditionally seen as a predominantly male hobby, amateur filmmaking across the British Empire has been a pastime preferred by women too, almost on par with their male counterparts. It thus becomes possible to speak of a gender-based visual narrative identifiable across British colonial amateur filmmaking, one validated by the thematic choices made by women amateur filmmakers and their shared visual literacy. Finally, the chapter explores the differences and similarities in visual literacy between several amateur films made by British colonial women during the final years of the British rule in India.

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Trabalhos de conferências sobre o assunto "Literacy programs Papua New Guinea"

1

Albrecht, Robert, Rhys-Sheffer Birthwright, John Calame, Justin Cloutier e Michael Gragg. "Returning Pipelines to Service Following a Mw7.5 Earthquake: Papua New Guinea Experience". In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9492.

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Abstract The Papua New Guinea Liquefied Natural Gas (PNG LNG) project is a joint venture with participation by ExxonMobil, Oil Search Limited (OSL), Kumul Petroleum, Santos, JX Nippon Oil and Gas Exploration and Mineral Resources Development Company, and began production in 2014. As described in a previous IPC paper, the project, operated by ExxonMobil PNG Limited (EMPNG) sustained a M7.5 earthquake and approximately 300 aftershocks in 2018, epicentered directly under key facilities. Around 150 km of high-pressure gas and condensate pipelines in the rugged PNG highlands were affected but did not lose containment or pressure. Immediately following the M7.5 event, EMPNG began efforts to assess and inspect the pipelines in order to ensure public safety, and, at the appropriate time, restore LNG production. The technical efforts took place along the pipeline Right of Way (ROW) in a remote jungle environment, which, following the earthquake, was also a disaster zone in which the few available resources were prioritized towards humanitarian relief. Due to resource constraints, the pipeline field inspection team typically numbered only two or three specialists. The inspection team drew heavily on analysis work, ongoing since project startup in 2014 and in progress when the earthquake occurred, that simulated the condition of the ROW and pipe stress state following earthquake events similar in magnitude to what actually occurred. The body of existing analysis work allowed the field team to compare aerially observed ROW ground movements to previously modeled cases, and rapidly infer pipe stress state without actually measuring pipe deformation on the ground. Due to resource constraints, that latter activity, if required before startup, would have significantly delayed project restart. The worldwide network of technical resources that had been assisting with ongoing simulations was quickly re-directed to analyzing actual observed ground deformations, efficiently supporting the small field team from outside the disaster zone. After restart, field inspection activities continued, observations were categorized, and an Earthquake Recovery (EQR) organization was initiated to execute ROW repairs. Just as the initial inspection work was aided by pre-earthquake analyses, EQR activities have been expedited by the extensive ROW maintenance program that had been ongoing prior to the earthquake. This paper and accompanying oral presentation present details of the inspection and recovery, and show that the extensive simulations, preparations and maintenance programs supported by EMPNG during project operations prior to the earthquake enabled a rapid and efficient response when the earthquake actually occurred, and thus provided enormous value to the business.

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Prihandoko, Latika. "Self-Assessment on Information Literacy Competency of Students in Indonesia-Papua New Guinea Border Area During The COVID-19 Epidemic". In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305235.

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Morgan, Charles L. "The Status of Marine Mining Worldwide". In ASME 2009 28th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/omae2009-80048.

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Metals are fundamental components of modern society worldwide, and, despite the current economic downturn, we know we will be faced with ever increasing demands and ever-shrinking supplies. Efforts to achieve sustainable supplies of minerals must include efforts to expand the supply. About 60% of the ocean surface consists of the ocean floor, so it is reasonable to expect that deep ocean minerals could contribute significantly to the world supply. Human efforts to recover minerals have thus far concentrated almost exclusively on land-based resources, so it is reasonable to postulate that marine minerals might offer better prospects for future mineral supplies than land prospects. Currently, we know of at least six separate categories of marine minerals: 1. Aggegrate sand and gravel deposits; 2. Placer deposits of relatively high value minerals (gold, diamonds, tin, etc) hosted in aggegrates; 3. Biogenically derived phosphate deposits; 4. Sediment-hosted (manganese nodules) and hard-rock hosted (ferromanganese crusts) ferromanganese oxide deposits; 5. Sediment-hosted methane hydrate deposits; and 6. Hydrothermally derived sulfide deposits of copper, gold, nickel, zinc, and other metals. Thanks primarily to the engineering developments made by the offshore oil industry and the computer-science advances that have revolutionized much of modern society, the technology is in place for most of the tasks of deep seabed mining. The objective here is not to provide a general status update regarding marine minerals technology, but simply to demonstrate, using the best example available to date (the Nautilus Minerals venture in the Territorial Waters of Papua New Guinea) that the technology is in place and ready to go. Development of marine minerals has both the curse and blessing of taking place in the ocean. Since the 1970’s and before, the marine environment has taken on a public aura reserved more commonly for religious beliefs. This aura poses substantial obstacles to any marine development efforts. At the same time, a basic advantage of marine mineral developments is that nobody lives there. Thus, marine mining activities will not conflict with most normal human activities. Marine mining proposals should be subjected to thorough impact assessment analysis, but it is also critical that policymakers take steps to provide a level playing field for marine developments that encourages objective comparisons with alternative land-based proposals for supplying needed mineral resources. Governments should foster reasonable access to the marine mineral resources under their jurisdiction while also supporting incentive policies and related research programs.

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