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Relevant bibliographies by topics / University of New Zealand

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Academic literature on the topic 'University of New Zealand'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "University of New Zealand"

1

Owusu Bempah, Justice. "Interpreting Authentic Leadership: A Cross Cultural Comparison of A New Zealand University and Ghanaian University." Asia Pacific Management and Business Application 1, no. 3 (2013): 201–22. http://dx.doi.org/10.21776/ub.apmba.2012.001.03.4.

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Owusu Bempah, Justice. "Interpreting Authentic Leadership: A Cross Cultural Comparison of A New Zealand University and Ghanaian University." Asia Pacific Management and Business Application 1, no. 3 (2013): 201–22. http://dx.doi.org/10.21776/ub.apmba.2013.001.03.4.

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Rahimi, Muhammad, Lawrence Zhang, and Nasim Esfahani. "Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles." Australian Journal of Teacher Education 41, no. 12 (2016): 84–96. http://dx.doi.org/10.14221/ajte.2016v41n12.6.

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Koller, Bálint, and Alexander Maxwell. "Pilot Course or Flying University? A University Course on Hungarian Language and History Taught in Wellington, New Zealand." Hungarian Cultural Studies 6 (January 12, 2014): 164–75. http://dx.doi.org/10.5195/ahea.2013.119.

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The authors, a historian and a language-learning expert, recently devised an introduction to Hungarian history, language and culture for students in Wellington, New Zealand. We describe the origin and circumstances of New Zealand’s Hungarian community, why we thought to develop a Hungarian language course, and how the course relates to the interests of New Zealand students. After explaining our approach to historical and linguistic components of the course, we consider the future of Hungarian studies in New Zealand.

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McLay, Geoff. "Toward a History of New Zealand Legal Education." Victoria University of Wellington Law Review 30, no. 2 (1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.

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Geertshuis, Susan. "University Continuing Education in New Zealand." Journal of Adult and Continuing Education 14, no. 1 (2008): 34–54. http://dx.doi.org/10.7227/jace.14.1.4.

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Cottrell, P. L. "Tertiary Astronomy Programs in New Zealand." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 172–73. http://dx.doi.org/10.1017/s1323358000025467.

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AbstractA number of New Zealand universities offer astronomy courses at different undergraduate levels. The courses are taught in Physics or Mathematics Departments. Some are only sub-courses within a physics major rather than a dedicated astronomy course. I will detail these and show material relating to the course content and some of the texts used. Postgraduate programs in astronomy are also offered, principally at the University of Canterbury but also at the University of Auckland and Victoria University of Wellington.

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Dorsett, Shaunnagh, and Geoff McLay. "Foreword: Special Issue: New Zealand Leading Cases." Victoria University of Wellington Law Review 41, no. 3 (2010): 291. http://dx.doi.org/10.26686/vuwlr.v41i3.5401.

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This article serves as foreword for this issue of the Victoria University of Wellington Law Review presenting the papers presented at the New Zealand Leading Cases Conference held at the Faculty of Law, Victoria University of Wellington in June 2010. The Conference celebrated the New Zealand Lost Cases project, which aimed to identify and collect cases decided by the New Zealand Superior Courts before the official beginning of law reporting in 1883.

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Butler, Petra. "Foreword: International Dispute Resolution in New Zealand." Victoria University of Wellington Law Review 46, no. 4 (2015): 1175. http://dx.doi.org/10.26686/vuwlr.v46i4.4887.

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This article is the foreword to this issue of the Victoria University of Wellington Law Review ('VUWLR') containing the New Zealand Law Foundation Dispute Resolution Fellowship Lectures from 2013 to 2015. International dispute resolution is central to New Zealand's future as a trading nation that has always looked to the wider world, and the yearly international dispute resolution week is now an established part of the yearly legal calendar. This issue of the VUWLR contains innovative and insightful discussions into the world of international arbitration.

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Calvert, Philip, and Rowena Cullen. "The New Zealand Public Libraries Effectiveness Study and the New Zealand University Libraries Effectiveness Study." Australian Academic & Research Libraries 26, no. 2 (1995): 97–106. http://dx.doi.org/10.1080/00048623.1995.10754921.

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Dissertations / Theses on the topic "University of New Zealand"

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McGovern, Kerry. "Governance reform of New Zealand's state sector 1984-1994 : a case study /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19186.pdf.

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Huang, Li Ting. "Teaching Buddhism in New Zealand universities." Click here to access this resource online, 2009. http://hdl.handle.net/10292/779.

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This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

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Conger, Elizabeth Clare. "Alienation theory and its relationship to contemporary Arte Povera practice : confrontation and contemplation : this exigesis [sic] is submited [sic] in partial fulfillment of the Master of Art and Design, Auckland University of Technology, 2007 /." Click here to access this resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/233.

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Bahiss, Zainab. "Lifting the Veil: Muslim women's adjustment to a New Zealand university." The University of Waikato, 2008. http://hdl.handle.net/10289/2493.

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Abstract Due to a decline in the number of domestic students in many New Zealand and other foreign Western countries' universities, there is more recruitment of international students. In New Zealand universities, beside the increase in the number of other foreign international students, the number of Muslim international students and especially Muslim women students has increased in the past few years. This is due to internationalisation of New Zealand education and the economic benefits which international students provide to New Zealand economy. The reason for undertaking this study is because as a Muslim women and a student myself, I wanted to investigate the adjustment problems of the increased number of Muslim women international students at the University of Waikato. This is because, it would provide information to researchers, theoreticians and policy developers regarding adjustment issues that might be specific to Muslim women. Unfortunately, this area is under researched; hence this study could assist in filling the vacuum in this area. The literature so far has discussed the adjustment issues of international students in general and from the literature there seems to be two main dominant areas where international students suffer adjustment problems. These two areas are the academic environment of the university and the socio-cultural environment of the university. The academic environment has many elements to which many international students are believed to face adjustment problems such as adjusting to the 'study shock'. On the other hand, in the socio-cultural environment, students are believed to face adjustment problem to the culture shock. However, there are many flaws in the existing literature which results in its weakness and hence the need for this study. In order to discuss the adjustment issues of Muslim women international students' one has to examine the educational background of these students. It is important to also examine the religious and cultural backgrounds of these students because religious beliefs and practices combined with their cultural background have an impact on their adjustment into the foreign academic and socio-cultural iii environment. Islam strongly encourages the acquisition of education for women. Looking at the history of Muslim women, one can find great scholars who achieved enormously from their right to education. However today there is great tension in the Islamic world regarding women's education which makes this issue very complex. This is due to the different interpretations of the Islamic scholars of the verses of the Quran, and Muslim people cultural and tribal codes. Therefore, many Islamic countries have taken different approaches to the education of their female population that is from very conservative to liberal ones. The qualitative approach used in this chapter helped in understanding the perspectives and world views of the respondents which would have not been possible otherwise. The confidentiality and anonymity of the respondents was catered for before conducting the interviews and pseudo names are used in this study to refer to the respondents of this study. This study is however limited in that the time constrain did not allow me to do a longitudinal study in order to discover the many un answered questions or ambiguous sentences. This study has revealed four major themes which were identified through this research as being specifically important to the adjustment of Muslim women international students. These women did not view their adjustment as a huge shift instead for them it required more of gentle shift in their adjustment. The similarities in the academic environment of the international students and that of New Zealand universities made the adjustment to the academic environment even smoother. There are also other positive adjustments these international students make while in New Zealand universities. They are more independent and are able to communicate in English language which for most international students seems to be main reason for coming to Western universities. There is need for the staff and students to understand the religious and cultural beliefs of these international students so that they can help them in the adjustment process. There is also increased need for the universities and policy developers to provide help and support for the international students. iv There are many issues that seemed to need further exploration which this study has not managed to find out. The research needs to be done to discuss the huge emotional or psychological impact on the international students' due to teachers' and local students' lack of knowledge of their religious and cultural beliefs. The researchers also need to investigate how this change in the personality and thinking of women impacts on them when they go back to their home countries. In theorisation, there is need to theorise the adjustments of students who belong to other religious and cultural groups and how it might impact their adjustment process. For the practitioners, there is need to investigate the role of the staff and institutes to clearly identify to the role of staff in how they could make international students transaction to the university smoother.

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Joe, Damen. "Mapping the self-portrait navigating identity and autobiography in visual art : this thesis is submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Art and Design) in the year 2005 /." Click here to access this resource online, 2005. http://repositoryaut.lconz.ac.nz/theses/1341/.

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Thesis (MA--Art and Design) -- AUT University, 2005.<br>Cover title. Includes bibliographical references. Also held in print (xxii, 85 leaves : col. ill. ; 30 cm.) in City Campus Collection (T 707 JOE)

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Cattermole, Grant. "School reports : university fiction in the masculine tradition of New Zealand literature." Thesis, University of Canterbury. English, 2011. http://hdl.handle.net/10092/9709.

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This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.

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Penn, Rosemarie. "Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university." AUT University, 2010. http://hdl.handle.net/10292/862.

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This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.

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Hudson, Maui. "He matatika Māori Maori and ethical review in health research : a thesis submitted in partial fulfilment of the degree of Masters of Health Science, Auckland University of Technology, 2004." Full thesis. Abstract, 2004.

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Fee, Roderick Harold. "Sandcastles, and, The postmodern rules for family living a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Creative Writing (MCW), 2008." Click here to access exegesis online, 2008. http://aut.researchgateway.ac.nz/handle/10292/770.

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Penn, Rosemarie. "Manumalo:a study of factors which facilitate success for New Zealand - born Samoan students at university." AUT University, 2010. http://hdl.handle.net/10292/889.

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This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.

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Books on the topic "University of New Zealand"

1

Irene, MacDonald, and Radvansky Susan, eds. New Zealand literature to 1925 in Monash University Library. The Library, 1985.

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Beattie, H. Traditional lifeways of the southern Maori: The Otago University Museum Ethnological Project, 1920. University of Otago Press in association with Otago Museum, 1994.

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Peters, Michael. University futures and the politics of reform in New Zealand. Dunmore Press, 1999.

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Lilly, Ian K. Humanities resources on Russia and the Soviet Union in New Zealand University libraries. Auckland University Library, 1989.

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Australian and New Zealand Association for Leisure Studies. Conference. Leisure connexions: Proceedings, Australian & New Zealand Association for Leisure Studies second conference, January 17-20, 1995, Licoln University, New Zealand. ANZALS, 1995.

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Libraries, University of Pennsylvania. Australian/New Zealand literature in the Pennsylvania State University Libraries: A bibliography. University Libraries, The Pennsylvania State University, 1989.

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University), ISHS International Asparagus Symposium (8th 1993 Massey. VIII International Asparagus Symposium, Massey University, New Zealand, 21-26 November 1993. International Society for Horticultural Science], 1996.

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Outsiders or equals?: Women professors at the University of New Zealand, 1911-1961. Peter Lang, 2008.

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Collins, Jenny (Jenny M.), ed. Historical portraits of women home scientists: The University of New Zealand 1911-1947. Cambria Press, 2011.

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Coy, David V. The distribution of academic staff salary expenditure within a New Zealand university: A variance analysis. Division of Accountancy, Massey University, 1991.

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Book chapters on the topic "University of New Zealand"

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Tippin, David. "The New Zealand Experience." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_5.

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Crothers, Charles. "Departments: The Operational Units of University Sociology." In Sociologies of New Zealand. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73867-3_3.

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Evans, Moyra Sweetnam, Ha-Rim Lee, and Hyun-Ju Kim. "8. Codeswitching by Korean Students in New Zealand and Lecturers in Korea." In Codeswitching in University English-Medium Classes, edited by Roger Barnard and James McLellan. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090914-012.

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Cooper, Beverley, Bronwen Cowie, and Coral Campbell. "A New Zealand Collaborative University–School Partnership: Applying the STEPS Framework." In School-based Partnerships in Teacher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8_11.

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Bönisch-Brednich, Brigitte. "Cultural Transfer in University Teaching: Academic Migrant Perspectives from Aotearoa/New Zealand." In Academic Migration, Discipline Knowledge and Pedagogical Practice. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_2.

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Fitzgerald, Tanya. "Networks of Influence: Home Scientists at the University of New Zealand 1911–1941." In Women Educators, Leaders and Activists. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137303523_2.

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Li, Mingsheng. "A Case of Difficult Acculturation: A Chinese Student in a New Zealand University." In International Management and Intercultural Communication. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_4.

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Skyrme, Gillian. "‘It’s Totally Different’: Undergraduate Chinese Students Learning to Write in a New Zealand University." In Researching Intercultural Learning. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137291646_9.

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Richardson, Peter, Cath Fraser, and David Lyon. "Seamless Segues from Polytechnic to University: A New Zealand Case Study of a Dual Provider Partnership." In University Pathway Programs: Local Responses within a Growing Global Trend. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72505-5_11.

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Tobin, William, A. C. Gilmore, Alan Wadsworth, and S. R. D. West. "First CCD Observations of Magellanic Cloud Variable Stars from the Mt John University Observatory, New Zealand." In The Magellanic Clouds. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3432-3_100.

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Conference papers on the topic "University of New Zealand"

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Apperley, Mark, and Chris Phillips. "Human-computer interaction research at Massey University, New Zealand." In the SIGCHI conference. ACM Press, 1993. http://dx.doi.org/10.1145/169059.169194.

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Kacprzak, D., P. Surdacki, H. D. Stryczewska, and B. Guillemin. "Magnetic modelling projects in university courses - New Zealand and polish examples." In IET 7th International Conference on Computation in Electromagnetics (CEM 2008). IEE, 2008. http://dx.doi.org/10.1049/cp:20080224.

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Cree, Michael J., John P. Godbaz, Robert Larkins, et al. "Computer vision and image processing at the University of Waikato." In 2010 25th International Conference of Image and Vision Computing New Zealand (IVCNZ). IEEE, 2010. http://dx.doi.org/10.1109/ivcnz.2010.6148863.

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Xue, Sijia, and Dave Yan. "A Case Study of a Chinese Postgraduate Student's Perceptions of Studying in a New Zealand University." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.10.

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Kalid, Nur Zulfa Abdul, and Umar Hamzah. "Sequence stratigraphy of the Miocene, Pohokura field, Taranaki Basin, New Zealand." In THE 2014 UKM FST POSTGRADUATE COLLOQUIUM: Proceedings of the Universiti Kebangsaan Malaysia, Faculty of Science and Technology 2014 Postgraduate Colloquium. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4895277.

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Almasgari, Abd Alsalam Abduh Saeed, and Umar Hamzah. "Sequence stratigraphy of the pliocene deposits, Central Taranaki Basin, New Zealand." In THE 2016 UKM FST POSTGRADUATE COLLOQUIUM: Proceedings of the Universiti Kebangsaan Malaysia, Faculty of Science and Technology 2016 Postgraduate Colloquium. Author(s), 2016. http://dx.doi.org/10.1063/1.4966839.

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Chen, Hua, Pascal Brown, and Ying Wang. "New Zealand and Local Teachers’ Teaching Styles in China: Perspectives of University Students on their English Language Teachers in China." In Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icedem-19.2019.25.

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November, Nancy, Sean Sturm, and 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. But the development of critical being is vital to culturally-sustaining teaching because of the role the associated skills and dispositions play in supporting cultural autonomy and voice. We talked with nineteen teachers of a range of ethnicities from across the historical disciplines at the University of Auckland to document the pedagogical strategies they used to develop the critical thinking skills of their Māori and Pasifika students in a culturally-sustaining way: fostering peer dialogue that draws on personal experience; practising perspective-taking; drawing on popular culture for its contemporary and cultural relevance; drawing on one’s culture in choosing relevant topics; and creating learning spaces conducive to critical being.

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Ugrekhelidze, A. T. "WOODEN STRUCTURES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.395-398.

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The NMIT Arts & Media Building in Nelson, New Zealand is the first in a new generation of multi-storey timber structures. It employs a number of innovative timber technologies including an advanced damage avoidance earthquake design that is a world first for a timber building. Aurecon structural engineers are the first to use this revolutionary Pres-Lam technology developed at the University of Canterbury

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Zhang, Sisi. "Analysis on the Bilingual Teaching of Art Design in Sino-foreign Cooperative Education. Take China-New Zealand Cooperative Training Project of Chengdu University as Example." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.95.

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Reports on the topic "University of New Zealand"

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OTAGO UNIV DUNEDIN (NEW ZEALAND). Proceedings of the Second Annual Conference GeoComputation 97, University of Otago, Dunedin, New Zealand, 26-29 August 1997. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada286936.

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Novichkova, Tatiana. Political administrative map of New Zealand. Edited by Nikolay Komedchikov, Alexandr Khropov, and Larisa Loginova. Entsiklopediya, 2013. http://dx.doi.org/10.15356/dm2016-02-12-11.

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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. New Zealand COVID-19 Governmental Response. UN Compliance Research Group, 2021. http://dx.doi.org/10.52008/nz0501.

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Abstract:

The International Health Regulations (2005) are legally binding on 196 States Parties, Including all WHO Member States. The IHR aims to keep the world informed about public health risks, through committing all signatories to cooperate together in combating any future “illness or medical condition, irrespective of origin or source, that presents or could present significant harm to humans.” Under IHR, countries agreed to strengthen their public health capacities and notify the WHO of any such illness in their populations. The WHO would be the centralized body for all countries facing a health threat, with the power to declare a “public health emergency of international concern,” issue recommendations, and work with countries to tackle a crisis. Although, with the sudden and rapid spread of COVID-19 in the world, many countries varied in implementing the WHO guidelines and health recommendations. While some countries followed the WHO guidelines, others imposed travel restrictions against the WHO’s recommendations. Some refused to share their data with the organization. Others banned the export of medical equipment, even in the face of global shortages. The UN Compliance Research group will focus during the current cycle on analyzing the compliance of the WHO member states to the organizations guidelines during the COVID-19 pandemic.

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Rolfe, Jim. Australia-New Zealand Relations: Allies, Friends, Rivals. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada627510.

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Yamaguchi, N. D., and H. D. Keevill. New Zealand: Asia-Pacific energy series, country report. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/5483235.

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Keating, Timothy J. New Zealand Defense Policy Framework, A Strategic Reappraisal. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada424308.

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Jamieson, Ewan. Friend or Ally? A Question for New Zealand. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada422100.

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Yamaguchi, N. D., and H. D. Keevill. New Zealand Asia-Pacific energy series country report. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/171319.

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Bryant, Larry D., Jack W. Thomas, and Mary M. Rowland. Techniques to construct New Zealand elk-proof fence. U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1993. http://dx.doi.org/10.2737/pnw-gtr-313.

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Pirihi, Russell G. Core Competencies for the Royal New Zealand Air Force. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada398697.

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