Dissertations / Theses on the topic 'University of Auckland. School of Medicine'
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Nelson, Deborah Ann. "The philosophy and practice of holistic health care a thesis submitted to Auckland University of Technology in fulfilment of the degree of Doctor of Philosophy, 2004." Full thesis. Abstract, 2004.
Find full textBrahmi, Frances A. "Medical students' perception of lifelong learning at Indiana University School of Medicine." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.
Full textTitle from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.
Sie, May-Ling Helen. "Hellbank.com is a thesis submitted to the Auckland University of Technology for the degree of Masters in Art & Design, 2001." Abstract, 2001.
Find full textSimpson, Donald. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /." Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.
Full textDotterweich, Andy R. "University School Playground Inventory and Safety Evaluation." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3808.
Full textAu, Pui Ming. "Vibration of branched circular cylindrical shells as applied to airway walls a thesis submitted to Auckland University of Technology in fulfilment of the requirement for the degree of Doctor of Philosophy, March 2005." Full thesis. Abstract, 2005.
Find full textUssery, Timothy Rollins. "An assessment of the athletic medicine unit in Georgia high schools." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/summer2007/timothy_r_ussery/Ussery_Timothy_R_200705_MS.pdf.
Full text"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." In Kinesiology, under the direction of Barry Joyner. ETD. Electronic version approved: July 2007. Includes bibliographical references (p. 42-44) and appendices.
Tsukamoto, Katsuyuki Boonyong Keiwkarnka. "Preventive behaviors among health promoting primary school children under soil-transmitted helminthiasis control program in Nakhon Si Thahamammarat province, Thailand/." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd364/4637899.pdf.
Full textHoque, A. M. Mozibul Santhat Sermsri. "Sexual behaviour, contraceptive practice and reproductive health among Thai school adolescents /." Abstract, 1999. http://mulinet3.li.mahidol.ac.th/thesis/2542/42E-MozibulH.pdf.
Full textJeffery, Roland. "Diagnostic ultrasound imaging and its role within musculoskeletal medicine a dissertation submitted in partial fulfilment for the degree of Master of Health Science, Auckland University of Technology, March 2003." Full thesis, 2003.
Find full textSharif, Mohd Shazali MD. "Why do students decide to study culinary arts? a case study of culinary arts students in the School of Hospitality at Auckland University of Technology, New Zealand : dissertation [thesis] submitted to Auckland University of Technology in partial fulfilment of the degree of Master of International Hospitality Management, 7 December 2004 /." Full thesis. Abstract, 2004.
Find full textHawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1176.
Full textMarat, Deepa. "Secondary school students' self-efficacy in mathematics and achievement in diverse schools a thesis submitted to Auckland University of Technology in partial fulfilment of Doctor of Philosophy, 2005." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/MaratD.pdf.
Full textDerosa, Donald. "Mental models as indicators of scientific thinking." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33453.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
One goal of science education reform is student attainment of scientific literacy. Therefore, it is imperative for science educators to identify its salient elements. A dimension of scientific literacy that warrants careful consideration is scientific thinking and effective ways to foster scientific thinking among students. This study examined the use of mental models as evidence of scientific thinking in the context of two instructional approaches, transmissional and constructivist. Types of mental models, frequency of explanative information, and scores on problem solving transfer questions were measured and compared among subjects in each instructional context. METHODS: Subjects consisted of sophomore biology students enrolled in general biology courses at three public high schools. The Group Assessment of Logical Thinking instrument was used to identify two equivalent groups with anN of 65. Each group was taught the molecular basis of sickle cell anemia and the principles of hemoglobin gel electrophoresis using one of the two instructional approaches at their schools during five instructional periods over the course of one week. Laboratory equipment and materials were provided by Boston University School of Medicine's MobileLab program. Following the instructional periods, each subject was asked to think aloud while responding to four problem solving transfer questions. Each response was audiotaped and videotaped. The interviews were transcribed and coded to identify types of mental models and explanative information. Subjects' answers to the problem solving transfer questions were scored using a rubric. RESULTS: Students taught in a constructivist context tended to use more complete mental models than students taught in a transmissional context. Fifty two percent of constructivist subjects and forty four percent of transmissional subjects demonstrated evidence of relevant mental models. Overall fifty two percent of the subjects expressed naive mental models with respect to content. There was no significant difference in the frequency of explanative information expressed by either group. Both groups scored poorly on the problem solving transfer problems. The average score for the constructivist group was 30% and the average score for the transmissional group was 34%. A significant correlation was found between the frequency of explanative information and scores on the problem-solving transfer questions, r = 0.766. CONCLUSION: The subjects exhibited difficulty in formulating and applying mental models to effectively answer problem solving transfer questions regardless of the context in which the subjects were taught. The results call into question the extent to which students have been taught to use mental models and more generally, the extent to which their prior academic experience has encouraged them to develop an awareness of scientific thinking skills. Implications of the study suggest further consideration of mental modeling in science education reform and the deliberate integration of an awareness of scientific thinking skills in the development of science curricula.
2031-01-01
Takeuchi, Yuto, Emi Morita, Mariko Naito, and Nobuyuki Hamajima. "Smoking Rates and Attitudes to Smoking Among Medical Students: A 2009 Survey at the Nagoya University School of Medicine." Nagoya University School of Medicine, 2010. http://hdl.handle.net/2237/14177.
Full textSekhadia, Nima Ashok. "Outreach and the Medical School: A Case Study of Institutional Logics of the University of Arizona College of Medicine." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144957.
Full textWang, Ping. "A pilot study to develop and validate a traditional Chinese medicine (TCM) questionnaire a health status instrument for TCM assessment in patients with Osteoarthritis (OA) of the hip or knee : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science, December 2004." Full thesis. Abstract, 2004. http://puka2.aut.ac.nz/ait/theses/WangP.pdf.
Full textCase, Cara. "Adapting the Health Knowledge Inventory for Use with High School Seniors." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1381.
Full textRocha, Alberto Frederico Moraes da. "Case study of a Brazilian community association : a thesis presented in partial fulfillment of the requirements for the degree of Master in Public Policy at Massey University, Auckland, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/974.
Full textMacFarlane, Matthew Phillip. "Proposal for a Gender, Sex, and Sexuality Curriculum in Undergraduate Medical Education at the Lewis Katz School of Medicine at Temple University." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502268.
Full textM.A.
Understanding gender, sex, and sexuality is required in order to be a competent, patient-centered physician, and, therefore, inclusion of these topics in undergraduate medical education is essential. Current medical education is not producing physicians equipped to manage the complaints and issues that face their patients in these areas. LGBTQ populations are most affected by the inadequacy of training related to these topics. LGBTQ patients face unique issues in healthcare in terms of their normal development, pathology, social determinants of health, and healthcare system practices. Additionally, LGBTQ people and those who engage in behaviors that parallel these identities are prevalent in the general population. The addition of a gender, sex, and sexuality curriculum would simultaneously address LGBTQ disparities as well as the need for improved sexual health education that would benefit all patients. Currently, undergraduate medical curricula have limited, non-standardized education on gender, sex, and sexuality. A few American institutions have published both qualitative and quantitative studies that indicate medical students’ attitudes are malleable and their clinical skills can be improved in these areas. Further, numerous national medical societies have created curriculum guidelines and recommendations in order to aid medical schools looking to bolster their gender, sex, and sexuality related curricula. This paper will synthesize research and these guidelines to propose a robust gender, sex, and sexuality curriculum that is tailored to the environment found at the Lewis Katz School of Medicine at Temple University.
Temple University--Theses
Worley, Heather. "Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention a dissertation [thesis] submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Health Science, November 2003." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/WorleyH.pdf.
Full textNalusiba, Aisha. "Level, knowledge of and barriers and facilitators for physical activity among students at Makerere University Business School in Kampala, Uganda." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-329368.
Full textTong, Wendy Yee. "An analysis of encyclopaedia citations in University of Auckland Doctor of Philosophy dessertations, 2007 and 2008 submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1270.
Full textCosgrove, Stephen Richard. "Mobile data services adoption in New Zealand future predictions : a thesis submitted to the graduate faculty of Design and Creative Technologies, Auckland University of Technology, School of Computer and Information Sciences in partial fulfilment of the requirements for the degree of Master of Computing Information Systems, Auckland, New Zealand, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/402.
Full textIncludes bibliographical references. Also held in print (xii, 100 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 384.5 COS)
Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.
Find full textAppendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)
Simpson, Sandra Marcia. "Walking the line managing type 2 diabetes : a grounded theory study of part-Europeans from Fiji : a thesis submitted in partial fulfilment of the requirement for the degree of Master in Health Science, Department of Nursing Studies, Auckland University of Technology, November 2004." Full thesis. Abstract, 2004.
Find full textPuna, Repeta. "Ko Marouna te toa the effects of the Cook Islands public sector reform on the delivery of education : a thesis submitted to Auckland University of Technology in fulfillment of the requirements for the degree of Master of Philosophy (MPhil), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/415.
Full textPalacz, Michal Adam. "Polish School of Medicine at the University of Edinburgh (1941-1949) : a case study in the transnational history of Polish wartime migration to Great Britain." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/31032.
Full textBrereton, Helen. "Acuity of force appreciation in the osteoarthritic knee joint this thesis is submitted to the Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), School of Physiotherapy, 2007 /." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1340/.
Full textPrimary supervisor : Professor Peter McNair. Includes bibliographical references. Also held in print (xi, 147 leaves : col. ill. ; 30 cm.) in North Shore Campus Theses Collection (T 617.582 BRE)
Colvin, Matthew. "Quadriceps strength prediction equations in individuals with ligamentous injuries, meniscal injuries and / a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science, School of Physiotherapy, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/379.
Full textBree, Caroline. "Lesbian mothers: queer families the experience of planned pregnancy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Health Science (Midwifery), School of Nursing and Midwifery, Auckland University of Technology, New Zealand, 2003." Full thesis. Abstract, 2003.
Find full textCrossan, Sue. "The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum a thesis submitted to the Auckland University of Technology University in partial fulfillment [sic] of the requirements for the degree of Master of Arts (MA) in Applied Language Studies, 2009 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/661.
Full textIncludes bibliographical references. Also held in print (viii, 104 leaves ; 30 cm.) in the Archive at the City Campus (T 373.110086910993 CRO)
Namusoke, Kiwanuka Suzanne. "The Ugandan private students scheme at Makerere University School of Medicine and its effect on increasing the number of medical doctors enrolled and trained from 1993 to 2004." University of the Western Cape, 2010. http://hdl.handle.net/11394/3059.
Full textBackground: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-) the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females); in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female. Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period. Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.
South Africa
Chen, Yu-Hsuan. "Investigating the Motivation Factors of Food Choice During the Transition of High School into College Life among College Students Attending Western Kentucky University." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2032.
Full textYu, Shanjiang. "Family factors in bilingual children's code-switching and language maintenance a New Zealand case study : thesis submitted to the School of Languages, Faculty of Applied Humanities, Auckland University of Technology in fulfilment of the degree of Doctor of Philosophy, November 28, 2005." Full thesis. Abstract, 2005.
Find full textDaniels, Daryl Keith. "African-Americans at the Yale University School of Medicine 1810-1960 /." 1991. http://ymtdl.med.yale.edu/theses/available/etd-02052004-085604/unrestricted/text-T113+y125908.pdf.
Full textWheller, Rochelle. "Patient compliance to exercise prescription at the Victoria University osteopathic medicine clinic." 2005. http://eprints.vu.edu.au/903/1/Wheller_et.al_2005.pdf.
Full textFancher, Laurie Michelle. "From Hometown to Practice: Mapping and Analyzing the Medical Student Pipeline at the Indiana University School of Medicine." Thesis, 2019. http://hdl.handle.net/1805/21296.
Full textIndiana University School of Medicine (IUSM) teaches approximately 350 medical students each year. These students come from varied backgrounds and eventually end up practicing in a vast array of clinical specialties and settings. It is extremely important to monitor specialties and practice locations to understand exactly how IUSM is fulfilling physician workforce needs. This knowledge can help policymakers and school administrators shape programs and policies to better fulfill physician workforce needs. Geographic information technologies provide a framework to organize, analyze and visualize medical student data. Maps are a convenient and easily understandable method of conveying information with a location-based component. This project represents a step towards creating a coherent student database visualized with maps. Using data about the graduating classes from 2011-2018, a database was created that linked together geographic information of students from the various segments of their medical education such as residency, fellowship, and practice location. ArcGIS 10.5 was used to produce maps visualizing segments of this database. These maps also served to answer questions about the medical student graduates at IUSM, such as how many came from an in-state location and how many practice in-state. SPSS 25 was also used to compare results of various segments of the medical education pipeline. The database proves to be an incredibly necessary tool for keeping track of all IUSM graduates. Coherent, clean, and complete data is necessary for researchers at all levels as well as administrators. Keeping data up to date and centralized is essential and this project provides an easily updateable and useable format. The maps created from this database are also useful in showing trends across the graduates of IUSM, such as the Indiana counties that the graduates are most likely to practice in or the likelihood of practicing in specific shortage areas.
Herman, Nathan. "Compliance to verbal and diagrammatic Patient Rehabilitation Advice (PRA) at the Victoria University Osteopathic Medicine Clinic (VUOMC)." 2005. http://eprints.vu.edu.au/824/1/Herman_et.al_2005.pdf.
Full textCarr, Jessica Raye. "Effectiveness of pre-learning online modules in the first year medical school curriculum." Thesis, 2016. https://hdl.handle.net/2144/16780.
Full textChao, Pei-Yi, and 趙佩儀. "An Application of Q Methodology onThe Psychological Motivation to Become a Physician:A Case of National Taiwan University School of Medicine." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/33555543481207944599.
Full text國立臺灣大學
國家發展研究所
99
The physician is the most important occupation because he plays an important role to take care human life. Professional and Medicinal ethics are also major values anticipated by society. The physician takes on a significant responsibility because the career is unique and different from all others.To understand why medical students want to become physicians is the major issue of this study. This study uses Q Methodology to unveil the psychological motivation of medical students. Q Methodology is a method used for the scientific study of human subjectivity. It has the strengths of both qualitative and quantitative methods. Application of Q Methodology is very suitable for exploring the career motivation of medical students. This study uses panel study and purposive sampling. The researcher recruited 32 National Taiwan University School of Medicine first and second year students attending this research. Finally the result concluded four categories of motivation: （1）Value of Occupation （2）Interest in Research （3）Family Background （4）Decision of Parents These classifications not only can be used to derive the major values of medical students, but also can provide the understanding of their motivation to become physicians.
"Dietary intake and eating patterns of elementary school personnel in southeastern Louisiana." Tulane University, 2008.
Find full textZeijlemaker, Cathelijn. "The prevalence of burnout amongst registrars at the School of clinical medicine at the university of the witwatersrand, Johannesburg, South africa." Thesis, 2018. https://hdl.handle.net/10539/28216.
Full textBackground: Burnout is a response to prolonged stress and consists of three elements: Emotional Exhaustion (EE); Depersonalisation (DP); and Personal Accomplishment (PA). Existence of burnout under doctors is often not acknowledged but has major consequences for personal and professional life. Only limited research done regarding prevalence of burnout amongst registrars in South Africa. Objectives: To describe the prevalence of burnout, and asses for relationships between burnout and socio-demographic factors. Methods: A cross-sectional descriptive, internet survey was conducted. Respondents were registrars within the departments of the School of Clinical Medicine at the University of the Witwatersrand. To measure burnout the Mashlach Burnout Inventory (MBI) was used. Relationships were assessed by independent samples t-test and ANOVA. Results: Of the 585 successfully delivered questionnaires, 201 registrars started the survey (response rate of 34%). 170 questionnaires were analysed. The mean age of the respondents was 33 years, the male to female ratio was 1:1.8. The average score for EE was 3,5 (SD1.2), for DP 2.7 (SD1.1) and for PA 4.1 (SD1.1). The overall level of burnout was 84%. None of the respondents scored low over all categories. No significant association between socio-demographics and MBI dimensions was found. Conclusion: The prevalence levels found in this study was higher than found in national and international literature. Extremely high levels of DP were found. This is worrisome as DP affects professionalism and engagement of doctors. In keeping with international literature no associations were found with socio-demographic factors and burnout, suggesting the cause of burnout should truly be sought out in the work environment. Efforts to improve autonomy in the workspace, development opportunities and promoting peer collaboration, are needed to prevent of burnout.
E.K. 2019
Guillot, III Gerard Majella. "Does time matter? : a search for meaningful medical school faculty cohorts." Thesis, 2014. http://hdl.handle.net/1805/6297.
Full textBackground. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.
"A multicenter comparison of in-hospital outcomes of off-pump versus on-pump coronary artery revascularization procedures." Tulane University, 2006.
Find full textNoble, Vanessa. "A laboratory of change : a critical study of the Durban Medical School and its community health experiment, 1930-1960." Thesis, 1999. http://hdl.handle.net/10413/8015.
Full textKerslake, Maria Talaitupu. "Maloafua : structural adjustment programmes : the case of Samoa : a thesis submitted to Massey University in fulfilment of the requirements for the degree of Doctor of Philosophy, Sociology Programme, School of Social and Cultural Studies, College of Humanities and Social Sciences, Massey University, Albany Campus, Auckland." 2007. http://hdl.handle.net/10179/1423.
Full textNdamase, Zanele Victoria. "Evaluation of the use of an online learning management sytem at the Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa." Thesis, 2006. http://hdl.handle.net/10413/2227.
Full textThesis (M.A.)-University of KwaZulu-Natal, 2006.
Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.
Full textBibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
"An analysis of hazardous waste management in Louisiana, particularly in light of ""capacity""." Tulane University, 2007.
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