Dissertations / Theses: '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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2

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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4

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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5

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. 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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7

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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8

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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9

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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10

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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11

Nagar, Swati. "New Zealand businesses in India opportunities and challenges : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Master of Philosophy (M.Phil), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/437.

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As a resource based economy international engagement plays a critical role for the growth and development of New Zealand. One of the most notable trends over the past 15 years has been the rise of some of the largest markets around the world, that have led to a rapid and substantial increase in international trade and investment flows. The liberalisation and consequently the rise of emerging markets has today changed the economic geography for the business world, with companies entering these markets with the hope of getting superior returns arising from rapid economic growth and related market opportunities. Amongst other emerging markets, the economic resurgence of the Indian market in the recent years has been widely noticed and in many senses has influenced and changed the structure and operations of businesses around the world. The prospects offered by India have allowed firms to substantially expand their activities beyond their domestic borders and access new growth opportunities generating significant productive growth. The benefits that markets like India today generate are likely to be particularly significance for New Zealand, given the small size of the domestic market. Indeed, increasing New Zealand’s exporting and international investing activity is vital to raising New Zealand’s growth rate. The rapid rise and deregulation of the Indian market has seen a rise in the number of New Zealand businesses keen to tap into the vast prospects across different sectors over the recent years. Nevertheless, New Zealand businesses have not been participating to nearly the same extent as most businesses from other small developed countries currently operating in the Indian market. Reasons for this limited interaction are unclear and not well documented in the current literature that examines the economic activities amongst the two markets. Given the importance of international engagement New Zealand businesses cannot afford to isolate themselves from the opportunities provided by the Indian market. Considering this, the main aim of this research is to focus on the opportunities that India provides and the benefits that New Zealand businesses stand to gain from those. On identifying, this may help devise actions that might lead to substantially increased levels of international investments by New Zealand firms, given the challenges of entering the Indian base from a small remote country. Drawing on insights gained from existing literature and case studies of companies operating in India, the research will identify appropriate strategies and policies that might help New Zealand businesses to succeed and better direct operations in India.

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12

Chapman, Paul. "The merging of fact & fiction binaries within suicide this exegesis is submitted to Auckland University of Technology for the degree of MA (Art and Design)." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1346/.

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Reid, Grant Horace John. "General Knowledge? The Roles of the New Zealand University in a Knowledge Society." The University of Waikato, 2006. http://hdl.handle.net/10289/2648.

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This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

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Wilkinson, Janet. "The incidence, aetiology, and treatment of achilles tendon injuries in army recruits a pilot study : a dissertation [thesis] submitted in partial fulfillment for the degree of Master of Health Science, Auckland University of Technology, February 2004." Full thesis. Abstract, 2004.

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15

Piper, Greg. "Memory to artefact [an exegesis [thesis] submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Art and Design)], 2003." Full thesis. Abstract, 2003.

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16

McFarlane, Turi R. "The contribution of taewa (Maori potato) production to Maori sustainable development a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Applied Science in international rural development at Lincoln University /." Diss., [Lincoln, N.Z.] : Lincoln University, 2007. http://hdl.handle.net/10182/306.

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Vaughan, Jeni. "Statements issued by the Commissioner of Inland Revenue with recent legislative changes what is their legal status? : a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Business (MBus), 2008." Abstract Full dissertation, 2008.

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18

Raerino, Kimiora. "He tirohanga a Ngāti Awa uri taone mo ngā ahuatanga Māori an urban Ngāti Awa perspective on identity and culture : a thesis submitted to the Auckland University of Technology in partial fulfilment of the requirements for the degree Master of Arts, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/423.

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Thesis (MA--Maori Development) -- AUT University, 2007. Includes bibliographical references. Also held in print (v, 105 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 305.899442 RAE)

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Wohlfart, Irmengard. "Translation studies perspectives on Patricia Grace's Potiki the original work and the German translation : dissertation submitted to the University of Auckland in partial fulfilment of the degree of Professional Master of Arts in Translation Studies, 2007." Click here to access this resource online, 2007.

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20

Wilson, Robyn Joan. "Last man hanging a book of pictures : this thesis [exegesis] is submitted to the Auckland University of Technology in partial fulfillment for the degree of Master of Art and Design, August 2007 /." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1359/.

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Exegesis (MA--Art and Design) -- AUT University, 2007. Disk includes covers, a book of pictures, fold-out page, exegesis and Appendix 3 entitled 31 months (Appendix 3 not in print). Includes bibliographical references. Also held in print (xv, 75 leaves : ill. ; 27 cm. + CD-ROM) in City Campus Collection (T 707 WIL)

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Duncan, Sandy. "Discussing the nature of painting through the poetics of transaction and experience an exegesis submitted to AUT University in partial fulfilment of the degree of Master of Arts (Art and Design), 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/643.

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Exegesis (MA--Art and Design) -- AUT University, 2007. Includes bibliographical references. Also held in print (viii, 51 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 759.993 DUN)

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22

Blackmore, Natalie Patricia Irene. "Alcohol related vomiting in a New Zealand University sample: frequency, gender differences, and correlates." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2680.

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The purpose of the study was to investigate the relationship, frequency, gender differences, situations and motivations of self-induced vomiting after drinking alcohol with disordered eating, alcohol use and psychopathology; with a nonclinical university sample of males and females in New Zealand. Participants were 102 male and 159 female university students ranging in age from 17-35 years who completed a survey designed for this study along with tests that measure eating disordered attitudes and behaviours, bulimia symptoms, depression and alcohol use. Overall, 90.04% of the sample reported that they drink alcohol and, of that subset, 57.58% of males and 42.26% of females reported having self-induced vomiting after drinking alcohol. The behaviour was related to eating pathology, depression and alcohol use with gender differences apparent. Specifically, on measures of disordered eating, females who self-induce vomiting after drinking alcohol scored higher than females who do not report the behaviour (no difference apparent for males), and overall, females scored higher than males. In terms of hazardous alcohol use, males who self-induce vomiting after drinking alcohol scored higher than males who do not with the same true for females, and overall males scored higher than females. In terms of drinking at the dependency level, individuals who reported self-induced vomiting after drinking alcohol drink at a more harmful level than those who do not (both males and females) and more males than females reported hazardous alcohol usage rates. When examining depressed symptoms, females who selfinduce vomiting after drinking alcohol reported more depressed symptoms than females who do not, with males who reported the behaviour endorsing less depressed symptoms than males who do not. Overall, females indicated more depressed symptoms than males. Persons who engaged in the behaviour were more likely to endorse it as being acceptable, with this trend being stronger for males. Females who self-induce vomiting after drinking were more likely to endorse symptoms of anorexia, bulimia and depression, whereas males who reported the behaviour were more likely to indicate harmful drinking levels, and perform the behaviour to carry on drinking. Thus, for males, self-induced vomiting after drinking alcohol was related to substance abuse whereas, for females, the behaviour may be more related to disordered eating.

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Chen, Wei-Hao. "The living housing the dead this exegesis is submitted to the Auckland University of Technology in partial fulfilment of the degree of Bachelor of Art and Design (Honours) in Spatial Design in the year 2005." Abstract Full dissertation, 2005.

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Exegesis (BA--Art and Design) -- AUT University, 2005. Print copy accompanied by CD. Includes bibliographical references. Also held in print (v, 56 leaves : col. ill. ; 22 x 30 cm. + CD) in City Campus Collection (T 725.59701 CHE)

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Larkins, Brigette M. "Functional communication assessment of individuals with traumatic brain injury living in New Zealand /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17950.pdf.

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Saunders, Jeffrey Keith. "The petrology, geochemistry and petrogenesis of the Riwaka Complex, South Island, New Zealand." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34224.pdf.

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Osborne, Michelle. "The curator's room visceral reflections from within the museum : exegesis [thesis] submitted to Auckland University of Technology in partial fulfillment of the degree of Master of Art and Design, 2004." Full thesis. Abstract, 2004.

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Davies, Michael Daniel John. "'An island story'? Maritime heritage in Aotearoa/ New Zealand: A thesis submitted in fulfilment of the requirements for the Degree of Master of Arts in Geography in the University of Canterbury." Thesis, University of Canterbury. Geography, 2006. http://hdl.handle.net/10092/1277.

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This thesis explores the concept of heritage within the context of the maritime environment of Aotearoa/ New Zealand. Three case studies, The New Zealand National Maritime Museum in Auckland, TSS Earnslaw which operates on Lake Wakatipu from a base in Queenstown and the Port of Lyttelton, Canterbury, are used to investigate the relationship between the international literature of heritage and the expression of maritime heritage in Aotearoa/ New Zealand. The research is focussed through the investigation of the presentation, and management of maritime heritage. The relationship between the concept of heritage as a global phenomenon and its expression in relation to the maritime heritage of Aotearoa/ New Zealand is discussed using the information obtained through fieldwork. The themes of mobility and conflict are identified as significant in the explanation of the role played by maritime heritage in the interaction between society and its maritime past.

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Breen, Karen. "Sleep sister a thesis submitted to Auckland University of Technology in fulfilment of the requirements of the degree of Master of Creative Writing (MCW), 2009 /." Click here to access exegesis online, 2009. http://hdl.handle.net/10292/798.

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This submission is in two parts. The first, an exegesis, sets my creative work in a literary, stylistic and social context. The second and main part of this submission is the first draft of a novel, Sleep, Sister, which I have written over the course of the last year. The exegesis explores issues such as the history of the road novel, alienation and loneliness within society, and in particular within families. It also discusses the novel as a coming of age story, with its main characters being members of Generation X, those born between 1960 -1980. This was the first generation of New Zealand children for whom divorced parents and blended families were common experiences. The exegesis also describes how the themes of the story have informed the style, narrative and characterisation of the book. It concludes with the main question of the novel; whether the two main characters – sisters – can overcome their damaging past. The novel is set in New Zealand, predominantly in the year 1987, although there are flashbacks to the girls’ 1970s childhood. It is written mainly in the present tense and with shifting points of view.

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Cox, Emma. "Shakespeare and indigeneity : performative encounters in Australia and Aotearoa-New Zealand /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18639.pdf.

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Millard, A. D. "Are the people listening to Government's good advice : source credibility in Government attributed social marketing messages : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Masters of Commerce and Administration /." ResearchArchive @Victoria e-thesis, 2010. http://hdl.handle.net/10063/1288.

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Godfrey, Janett Elizabeth. "The culture of engineering education and its interaction with gender : a case study of a New Zealand University." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14178.

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This study focused on the culture of engineering education, a culture which has been characterised internationally as reflecting masculine attitudes, values and norms of behaviour, thereby reinforcing the current under-representation of women. The goal of the study was to define the dimensions of the culture and the associated processes of enculturation, highlighting the interaction of these with gender. Following a review of relevant literature, research questions were formulated. These were addressed through an interpretive case study undertaken at a multidisciplinary School of Engineering in a New Zealand university. The study used predominantly ethnographic methods of data collection. To guide the analysis, a model was developed based on Schein's (1985) theoretical framework. The first level of the model involved the identification of observable manifestations of the culture (grouped as Artefacts, Practices and Behaviours). At the second level, shared values and cultural norms were induced from the observable manifestations. At the third level, the essence of the engineering education culture was distilled from these values and norms, in the form of seven cultural dimensions. At each level of the analysis the explicit and tacit processes of enculturation, especially in relation to gender, were considered. This research exposed the masculinity of the basic beliefs and assumptions at the core of the disciplinary culture, revealing the source of enduring cultural norms and their manifestations in behaviours and practices. Diverse forms of masculinity were evident, especially within sub-disciplinary subcultures, but all were constructed in opposition to perceptions of femininity. Participants in the study (whether male, female, students or staff) perceived women in engineering as different, not only to men, but to other women. The women students appeared to construct for themselves a dual identity. They selectively incorporated in this identity both stereotypically masculine and stereotypically feminine qualities, in accordance with their perceptions of simultaneously "doing woman" and "doing engineer". The theoretical significance of this study lies in its provision of an accessible framework for cultural analysis by engineering educators and equity advocates. The framework facilitates exposure of the source of observable behaviours and practices in the unconsciously held beliefs and assumptions at the core of the culture of an institution or discipline. The practical significance lies in its potential to provide a base for developing strategies for cultural change advantageous to the participation of women. The findings of this thesis strongly suggest that such strategies must focus on disrupting the current dualities in language and discourse which implicitly construct women as different, deficient and therefore disadvantaged in engineering education. In particular strategies need to expose behaviours and practices to critical reflection by staff and students, making explicit the values and assumptions which underpin them. Further, while maintaining those features which are the strength of engineering education, there is a need to also include and value ways of knowing and learning styles from outside the current disciplinary and gendered boundaries.

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Donovan, Maria Merzenaida. "Telecom selling beyond telephony : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Communication Studies, Auckland University of Technology, 2003." Full thesis. Abstract, 2003.

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Thesis (MA--Communication Studies) -- Auckland University of Technology, 2003. Glossary and appendices not included in e-thesis. Also held in print (192 leaves, ill., 30 cm.) in Wellesley Theses Collection (T 384.041 DON)

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Benbow, Hannah-Lee. "'I like New Zealand best' : London correspondents for New Zealand newspapers, 1884-1942 : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in History in the University of Canterbury /." Thesis, University of Canterbury. Humanities, 2009. http://hdl.handle.net/10092/3047.

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This thesis addresses the roles and experiences of fourteen London correspondents for New Zealand newspapers, 1884-1942. It argues that these correspondents made a small but significant contribution to news flow into New Zealand and that the importance of London’s role as an imperial, cultural and news-flow metropole make it central to studies of the New Zealand press during this period. However, correspondents identities as New Zealanders and the unique requirements of the New Zealand press system were also important, meaning that correspondents and their correspondence need to be addressed in terms of layered identity and of both imperial and domestic press systems.

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34

Chang, Jiang. "Strategic responses to New Zealand-China free trade agreement : a case study of New Zealand natural health products industry : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Commerce and Administration in International Business /." ResearchArchive e-thesis, 2009. http://hdl.handle.net/10063/1131.

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35

McClelland, Amber. "Refinement and Normalisation of the University of Canterbury Auditory-Visual Matrix Sentence Test." Thesis, University of Canterbury. Communication Disorders, 2015. http://hdl.handle.net/10092/10456.

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Developed by O＇Beirne and Trounson (Trounson, 2012), the UC Auditory-Visual Matrix Sentence Test (UCAMST) is an auditory-visual speech test in NZ English where sentences are assembled from 50 words arranged into 5 columns (name, verb, quantity, adjective, object). Generation of sentence materials involved cutting and re-assembling 100 naturally spoken ‟original” sentences to create a large repertoire of 100,000 unique ‟synthesised” sentences. The process of synthesising sentences from video fragments resulted in occasional artifactual image jerks (‟judders”)‒quantified by an unusually large change in the ‟pixel difference value” of consecutive frames‒at the edited transitions between video fragments. To preserve the naturalness of materials, Study 1 aimed to select transitions with the least ‟noticeable” judders. Normal-hearing participants (n = 18) assigned a 10-point noticeability rating score to 100 sentences comprising unedited ‟no judder” sentences (n = 28), and ‟synthesised” sentences (n = 72) that varied in the severity (i.e. pixel difference value), number, and position of judders. The judders were found to be significantly noticeable compared to no judder controls, and based on mean rating score, 2,494 sentences with ‟minimal noticeable judder” were included in the auditory-visual UCAMST. Follow-on work should establish equivalent lists using these sentences. The average pixel difference value was found to be a significant predictor of rating score, therefore may be used as a guide in future development of auditory-visual speech tests assembled from video fragments. The aim of Study 2 was to normalise the auditory-alone UCAMST to make each audio fragment equally intelligible in noise. In Part I, individuals with normal hearing (n = 17) assessed 400 sentences containing each file fragment presented at four different SNRs (-18.5, -15, -11.5, and -8 dB) in both constant speech-shaped noise (n = 9) and six-talker babble (n = 8). An intelligibility function was fitted to word-specific data, and the midpoint (Lmid, intelligibility at 50%) of each function was adjusted to equal the mean pre-normalisation midpoint across fragments. In Part II, 30 lists of 20 sentences were generated with relatively homogeneous frequency of matrix word use. The predicted parameters in constant noise (Lmid = 14.0 dB SNR; slope = 13.9%/dB ± 0.0%/dB) are comparable with published equivalents. The babble noise condition was, conversely, less sensitive (Lmid = 14.9 dB SNR; slope = 10.3%/dB ± 0.1%/dB), possibly due to a smaller sample size (n = 8). Overall, this research constituted an important first step in establishing the UCAMST as a reliable measure of speech recognition; follow-on work will validate the normalisation procedure carried out in this project.

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36

McNeill, Hinematau. "Te hau ora o ngā kaumatua o Tuhoe a study of Tuhoe kaumatua mental wellness : a thesis submitted to the Auckland University of Technology in fulfilment of the degree of Doctor of Philosophy, 2005." Full thesis. Abstract, 2005.

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37

Whitcombe, J. E. "Policy, service delivery and institutional design : the case of New Zealand's social sector government agencies, 1984-2007 : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Public Policy /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/589.

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38

Waite, Julia. "Under construction : national identity and the display of colonial history at the National Museum of Singapore and the Museum of New Zealand Te Papa Tongarewa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Museum and Heritage Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1039.

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39

Alayon, John. "Migration, remittances and development the Filipino New Zealand experience : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Philosophy, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/789.

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40

Penman, Graeme Walter. "Educational imperialism and educational dependency : a study, with special reference to university development in New Zealand." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019657/.

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41

Berliner, Angie. "A history of psychology in New Zealand : early beginnings 1869–1929." Thesis, University of Canterbury. Psychology, 2014. http://hdl.handle.net/10092/10579.

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This thesis is concerned with the introduction and development of western psychology in New Zealand during the period 1869 – 1929. The foundations of psychology coincided with the early foundations of the country and the building of the first university colleges. The evolving colonial university system provided opportunity but also institutional limitations on the development of the subject. Sir Thomas Hunter introduced experimental psychology and established the first psychology laboratory in 1907 at Victoria College. Hunter was supported in this by his American based mentor, Edward B. Titchener. Hunter played an important role in campaigning for university reform and worked tirelessly to promote both the study and application of psychology. This thesis argues that historic global and local events were crucial to the development and advancement of psychology in New Zealand. World War 1 ended in 1918 and was followed by a deadly flu epidemic. These events led to new theories and developments in psychology, many of which were imported to New Zealand and adapted to suit local needs. Local changes in approaches to health care and social management opened opportunities for a professional role in psychology. Throughout the 1920’s psychologists expanded their field of influence and began to develop applications for psychological knowledge. By 1929, psychology had become firmly established as a discipline worthy of individual attention. New Zealand had not yet begun to produce significant psychological research but provided a unique host society in which, in the space of sixty years, the study of psychology was introduced and developed and largely kept pace with international advances.

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42

Stephenson, Iain James. "Techno-futurism and the knowledge economy in New Zealand a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts (Communication Studies), Auckland University of Technology, 2003." Full thesis. Abstract, 2003.

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43

Than, Tut. "The Court of Appeal decision in Accent Management Ltd v CIR [2007] NZCA 230 Statutory interpretation in New Zealand tax avoidance law : a thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Business, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/416.

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44

Richards, James Desmond. "Worry Domains, Perceived Stress and Social Anxiety Among Tertiary-Level Students in New Zealand." The University of Waikato, 2008. http://hdl.handle.net/10289/2466.

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Contemporary research into the health concerns of students is sparse, particularly in New Zealand. Overseas literature indicates that students in tertiary education institutions may be at increased risks for physical health problems, stress-related syndromes and emotional dysfunctions. Of particular concern are anxiety disorders as, in addition to their negative impact on quality of life, they are associated with impaired academic performance and poorer educational outcomes. Skilled, educated individuals are a social asset and it is therefore surprising that so little interest has been paid to the ways in which involvement with the tertiary education impacts on student welfare and anxiety levels. As a first step towards redressing the lack of health data for tertiary populations, this thesis investigates aspects of anxiety among students at a New Zealand university. The primary research aims were to establish an estimate of the levels of anxiety experienced by students and to outline the requirements of tertiary study that students perceive to be the most anxiety-inducing. To achieve the former, students (n = 1,082) were invited by e-mail to participate in an online psychometric survey; to explore the latter, discussion groups were arranged wherein students (n = 18) were asked to talk about their anxiety-related experiences. Anxiety has many forms and can be conceptualised in a number of different ways. In recognition of the diverse nature of tertiary study, it was decided that a broad framework would be needed to thoroughly investigate the ways in which it might manifest in tertiary student populations. Thus, a tripartite conceptualisation was constructed, viewing anxiety in cognitive, physiological and interpersonal terms. Specifically, the study assessed worry, stress and social anxiety among tertiary students and invited participants to comment on personal experiences in each of these areas. Comparing study data to norms for student populations in America revealed that New Zealand tertiary students report greater levels of worry, stress and social anxiety than their American counterparts. Within-group comparisons were made as a function of student gender, age, school of study, ethnicity and birth status. Significant differences on at least one survey measure were noted within each of these categories, with the exception of school of study. The possible implications of and explanations for these findings are discussed.

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45

Teoh, Elna. "Television New Zealand's Charter the struggle between social responsibilities and commercial imperatives : a thesis submitted in partial fulfilment of the requirements for the degree of Masters of Arts (Communication Studies), Auckland University of Technology, 2003." Full thesis. Abstract, 2003.

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46

Lee, Fang-Ching. "The accreting space a laboratory of light and materials : this exegesis is submitted to Auckland University of Technology for the degree of Bachelor of Art & Design (Honours), October 2006 /." Full dissertation, 2006.

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Exegesis (BA(Hons)--Art and Design) -- AUT University, 2006. Print copy is accompanied by CD. Includes bibliographical references. Also held in print (49 leaves : ill. ; 21 x 30 cm. + CD) in City Campus Theses Collection (T 709.93 LEE )

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47

Maclean, Malcolm. "Confronting foundational myths : apartheid, rugby and the post-colonising of Aotearoa/New Zealand /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18314.pdf.

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48

Calder, Keith Wallace. "A LEEP forward : biodiversity futures for New Zealand : a thesis in partial fulfilment of the requirements for the Master of Resource and Environmental Planning at Massey University, Palmerston North, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/741.

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Loss of indigenous biodiversity continues in New Zealand. Despite admirable goals in the NZBS 2000 to the contrary, efforts at improved biodiversity conservation have been insufficient to halt loss of significant amounts of indigenous forest and wildlife habitat. Increasing numbers of native species are moving towards critically endangered and extinction. Whatever we are doing in New Zealand, it is not effective enough. The aim of this study is to firstly identify factors contributing to the failure, “to halt the decline of indigenous biodiversity” in New Zealand and to then consider opportunities to overcome these barriers. In considering opportunities, this study then reviews the emerging discipline of landscape ecology as an answer to, at least, some of those factors and the recurring calls from New Zealand ecologists for a more integrated and holistic approach to biodiversity conservation. Recent advances in the planning framework and particularly provisions for biodiversity conservation in England are explored as a model of practical application of landscape ecological principles to land-use planning. From this review, the study proposes a new ‘LEEP’ model for strategic biodiversity conservation that produces a regional-scale spatial conservation map and accompanying policy and implementation guide. Together they provide an integrated and holistic approach to restoring or creating functional landscapes that also recognises and provides for human activities and development. Application of the LEEP model is demonstrated through a case study of the Wellington region. Benefits and potential uses of the map and policy outputs are canvassed. Interviews with leading New Zealand and international ecologists provide an assessment of the current status of landscape ecology and interviewees also act as an expert ‘test panel’ against which the Wellington maps and guides produced from the ‘LEEP’ model are assessed. Finally, suggestions are provided for development of the new model and future research needs towards fuller and more effective implementation of this approach to biodiversity conservation in the New Zealand context.

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49

Carter, Matthew. "Perceptions and disjunctions in urban space exegesis submitted in partial fulfilment of the requirements for the degree of Master of Art & Design, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/794.

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50

Verma, Rajiv, and n/a. "Clinical outcomes of dental implant treatment provided at the School of Dentistry, University of Otago from 1989 to 2005." University of Otago. School of Dentistry, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081219.145402.

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Objective: The aim of the study was to evaluate the clinical outcomes of oral implant treatment provided at the School of Dentistry, University of Otago from 1989 to 2005. Methods: Oral implant patients (n=320) with 586 implants were identified and invited to attend for a clinical examination. Implant demographics of all the patients were extracted from the files. Implant demographics of the examined and unexamined patients were compared to assess if the examined patients were representative of the total group. One hundred and three patients with 214 implants agreed to attend for an examination. In the clinical examination full mouth plaque scores, probing depths, bleeding on probing and suppuration were measured. In addition, around implants recession and width of keratinized gingiva were also recorded. For the radiographic examination, baseline radiographs and radiographs taken at the time of examination were digitized and compared to measure the amount of bone lost or gained around implants using NIH Image J software. Results: There were equal numbers of males and females with a mean age of 46.3 � 15 years at the time of implant placement. The smoking history at the time of examination was recorded, 56% of the patients were non-smokers, 37% former smokers, and 7% were current smokers. More than half of the implants (56%) were placed in the anterior region. Based on the type of implant system, 79% were Branemark implants, 10% Straumann, 6% Southern implants and 4% were unknown. Most of the patients (64%) had implant-supported crowns, 19% had fixed denture prostheses, and 17% had implant-supported overdentures. The overall implant survival rate was 97.7% with five implants lost (2.3%) and 8 implants treated for peri-implantitis (3.8%). The mean PD around implants was 2.3mm (SD 0.6mm), mean recession was 0.5mm (SD 0.8mm) and mean attachment level of 2.8mm (SD 0.9mm). Probing depths [greater than or equal to] 4mm with BOP were recorded around implants in 8.9% of patients. The mean full mouth plaque score was 30% while mean plaque score around implants was 15.9%. The average bone loss around implants was 0.3mm (SD 0.8). Maximum bone loss observed was 2.9 mm. Conclusion: The prevalence of peri-implant inflammation and implant survival rates in this group of patients appeared comparable to that reported in the literature. The prevalence of peri-implant lesions was low in the group of patients examined.

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

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