New Zealand UCEAP Advising Notes
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Pathways to the University of Waikato
Pathways to the University of Waikato 2020 pathways.waikato.ac.nz Courses at Waikato Pathways College are delivered by Study Group NZ Limited on behalf of the University of Waikato Welcome to Waikato Welcome to the University of Waikato, located in Hamilton, New Zealand. The University is truly world-class, ranked 266 in the world.* Experience smaller class sizes, accessible staff, and a welcoming and diverse student community. Students first Pathway Student Visa Flexible degree structures allow you to follow your A Pathway Student Visa may be granted for up to a interests and career plans. The University’s emphasis maximum of five years and allows you to undertake up on practical experiences means you will be ready to to three consecutive programmes of study on a single go from the classroom into a successful career. student visa. For more information visit immigration.govt.nz Bridging the gap to university Quality assurance Waikato Pathways College offers a variety of courses The University of Waikato took part in the Cycle 5 which will help you progress to the University degree Academic Audit in association with the Academic Quality of your choice. Agency for New Zealand Universities (AQA) and received an audit report in 2015. The Cycle 6 Academic Audit is University pathways and English ongoing. Details are available at waikato.ac.nz/official- Language Programmes info/academic-audit/ Our university pathways and English Language programme give you all the tools you need to continue your study at degree level. Students who pass their programme are guaranteed entry to most degrees at the University. -
Approved Program List Study Abroad
ST. NORBERT COLLEGE APPROVED PROGRAM LIST STUDY ABROAD AFRICA | ASIA | EUROPE | LATIN AMERICA | MIDDLE EAST | OCEANIA WWW.SNC.EDU/STUDYABROAD 4 75+ PROGRAMS | 29 COUNTRIES LATIN AMERICA OCEANIA ARGENTINA AUSTRALIA Buenos Aires • Universidad de Buenos Aires (M) Ballarat, • Australian Catholic University* • Universidad del Salvador (M) Brisbane, • Universidad Torcuato di Tella (M) Canberra, Melbourne, Córdoba • Universidad Nacional de Córdoba (M) Sydney San Miguel de • Universidad Nacional de Tucumán (M) Gold Coast • Bond University Tucumán Maroochydore • University of the Sunshine Coast* BOLIVIA Melbourne • LaTrobe University* Cochabamba • Multiculturalism, Globalization & Social Change (SIT) Perth • Murdoch University CHILE Sydney • International College of Management, Sydney • Macquarie University* Concepción • Universidad de Concepción (M) NEW ZEALAND La Serena • Universidad de la Serena (M) Christchurch • University of Canterbury Santiago • Pontificia U. Católica de Chile (M) or (CIEE) • Universidad de Chile (M) or (CIEE) Dunedin • University of Otago Temuco • Universidad de la Frontera (M) Valdivia • Universidad Austral de Chile (M) CONTACT US | WE’LL HELP YOU ENJOY YOUR JOURNEY Valparaíso • Pontificia U. Católica de Valparaíso (M) ROSEMARY SANDS (Director of Study Abroad) • Universidad de Playa Ancha (M) Advisor for: Latin America; Spain • Universidad de Valparaíso (M) ( 920.403.4068 8 [email protected] Bemis 323 DOMINICAN REPUBLIC JOYCE TULLBANE (Associate Director of Study Abroad) Santiago • Pontificia U. Católica Madre y -
Origins of NZ English
Origins of NZ English There are three basic theories about the origins of New Zealand English, each with minor variants. Although they are usually presented as alternative theories, they are not necessarily incompatible. The theories are: • New Zealand English is a version of 19th century Cockney (lower-class London) speech; • New Zealand English is a version of Australian English; • New Zealand English developed independently from all other varieties from the mixture of accents and dialects that the Anglophone settlers in New Zealand brought with them. New Zealand as Cockney The idea that New Zealand English is Cockney English derives from the perceptions of English people. People not themselves from London hear some of the same pronunciations in New Zealand that they hear from lower-class Londoners. In particular, some of the vowel sounds are similar. So the vowel sound in a word like pat in both lower-class London English and in New Zealand English makes that word sound like pet to other English people. There is a joke in England that sex is what Londoners get their coal in. That is, the London pronunciation of sacks sounds like sex to other English people. The same joke would work with New Zealanders (and also with South Africans and with Australians, until very recently). Similarly, English people from outside London perceive both the London and the New Zealand versions of the word tie to be like their toy. But while there are undoubted similarities between lower-class London English and New Zealand (and South African and Australian) varieties of English, they are by no means identical. -
The University of Waikato Te Whare Wānanga O Waikato
THE UNIVERSITY OF WAIKATO TE WHARE WĀNANGA O WAIKATO ACADEMIC BOARD: 27 February 2013 Minutes of the meeting held on Wednesday 27 February 2013 Present: Professor R Crawford (Chair), Mr L Arthur, Professor N Boister, Professor K Broughan, Dr A Campbell, Professor B Clarkson, Professor R Coll, Ms B Cooper, Associate Professor W Drewery, Professor A Gillespie, Professor B Grant, Mr R Hallett, Professor D Hodgetts, Professor G Holmes, Dr D Johnson, Professor A Jones, Associate Professor S Jones, Professor P Kamp, Dr A Kingsbury, Mr R Kyle, Mr A Letcher, Dr D Lumsden, Ms S Morrison, Professor B Morse, Ms S Nock, Professor D Penney, Professor F Scrimgeour, Associate Professor J Tressler, Professor K Weaver, Professor E Weymes, Professor M Wilson and Dr A Zahra Secretariat: Ms M Jordan-Tong and Ms R Boyer-Willisson In Attendance: Mrs A Drake and Ms H Pridmore 13.01 APOLOGIES Received Apologies for absence from Professor B Barton, Ms C Blickem, Dr T Bowell, Dr K Bryan, Dr A Hinze, Professor R Moltzen, Associate Professor K Pavlovich and Professor L Smith. 13.02 CONFIRMATION OF THE MINUTES OF THE MEETING HELD ON 20 NOVEMBER 2012 Confirmed The minutes of the meeting held on 20 November 2013 as set out in document 13/64a, subject to the correction of Dr David Lumsden’s title in the list of members present. 13.03 EXECUTIVE APPROVAL Reported That the following items had been approved executively by the Chair of the Academic Board between the 20 November 2012 and 27 February 2013 meetings: 1. Category C Proposals The Category C proposals as set out in the following documents: a. -
Parents' Information Guide
Parents’ Information Guide 2021 02 The University of Waikato How do I know the University of Waikato is the right choice for my whānau? University is an exciting chapter in any student’s life and, as a parent or caregiver you play a key role in advising and supporting your child during this time. We aim to make the transition to either of our campuses, as well as a range university as smooth as possible for not of support services to help your child only our students, but for you as well. achieve their best success with us. So, this guide has been designed with We also provide a number of activities you in mind. We hope it gives you the to bring your whānau on to campus. confidence to know that the University of Campus and hostel tours and community Waikato will take great care of your child days like Kīngitanga are a great way to while also continuing to advise, support, get a taste of what studying with Waikato educate and challenge them. will be like, so why not pay us a visit? While academic success is our mainstay, We also welcome you to get in touch we understand that there is a lot more at any time should you have any to the university experience than just an questions or concerns by calling us outstanding education. on 0800 WAIKATO or emailing [email protected]. We offer plenty of opportunities for our students to make the most of their Visit waikato.ac.nz/go/parents to find university experience and to settle in on out more. -
Key Statistics 2019
Pacific Ethnicities* 800+ Pacific Students Pacific Graduates per Year KEY STATISTICS 4,118 by Headcount 2019 134 Pacific PhDs since 2001 Gender Male 1,361 383 734 225 Female 2,744 Cook Islands Fiji Niue 274 (Headcount) Diverse 13 Full Time Student Workload (Headcount) 2017 2018 2019 Equivalent Staff Full Time 2,466 2,566 2,505 59 215 Part Time 1,577 1,567 1,613 (FTE) Academic Professional Total 4,043 4,133 4,118 1,846 39 1,037 Samoa Tokelau Tonga Gender Tertiary Provider Pacific Undergraduate EFTS Female 189 University of Auckland 2,316 Male 85 Other Pacific Island (FTE) Auckland University of Technology 2,480 254 University of Otago 542 * the number of students associated with each ethnicities. For example, a student who is both Samoan and Victoria University of Wellington 521 Cook Island Maori will be counted towards both flags. Massey University 442 University of Waikato 445 University of Canterbury 233 3,194 Lincoln 23 NEW ZEALAND’S TOP RANKED Equivalent Full-Time * Pacific Postgraduate EFTS by Tertiary Providers UNIVERSITY Students (EFTS) University of Auckland *QS World University Rankings 2019 Auckland University of Technology Pacific Islands Student Enrolments 2017 2018 2019 Massey University Equivalent Full-Time Students (EFTS) 3,146 3,233 3,194 Victoria University of Wellington By Course Funding Level (EFTS) University of Otago Degree 2,548 2,610 2,589 University of Waikato IN NEW ZEALAND University of Canterbury Non-Degree 172 170 154 for 37 of the 41 subjects Research Postgraduate 99 110 111 Lincoln in which we are ranked* -
Perspectives on a Pacific Partnership
The United States and New Zealand: Perspectives on a Pacific Partnership Prepared by Bruce Robert Vaughn, PhD With funding from the sponsors of the Ian Axford (New Zealand) Fellowships in Public Policy August 2012 Established by the Level 8, 120 Featherston Street Telephone +64 4 472 2065 New Zealand government in 1995 PO Box 3465 Facsimile +64 4 499 5364 to facilitate public policy dialogue Wellington 6140 E-mail [email protected] between New Zealand and New Zealand www.fulbright.org.nz the United States of America © Bruce Robert Vaughn 2012 Published by Fulbright New Zealand, August 2012 The opinions and views expressed in this paper are the personal views of the author and do not represent in whole or part the opinions of Fulbright New Zealand or any New Zealand government agency. Nor do they represent the views of the Congressional Research Service or any US government agency. ISBN 978-1-877502-38-5 (print) ISBN 978-1-877502-39-2 (PDF) Ian Axford (New Zealand) Fellowships in Public Policy Established by the New Zealand Government in 1995 to reinforce links between New Zealand and the US, Ian Axford (New Zealand) Fellowships in Public Policy provide the opportunity for outstanding mid-career professionals from the United States of America to gain firsthand knowledge of public policy in New Zealand, including economic, social and political reforms and management of the government sector. The Ian Axford (New Zealand) Fellowships in Public Policy were named in honour of Sir Ian Axford, an eminent New Zealand astrophysicist and space scientist who served as patron of the fellowship programme until his death in March 2010. -
DUNEDIN a One-Day Forum for Professionals Working with Communities to Promote Healthy Eating and Physical Activity
ANA REGIONAL FORUM: DUNEDIN A one-day forum for professionals working with communities to promote healthy eating and physical activity. Thursday 10th March 2016 Edgar Centre, Dunedin Speaker biographies and presentation descriptions Mary-Ann McKibben Master of Ceremonies Mary-Ann is currently working for the Ministry of Social Development as the Manager of BASE, the South Dunedin Social Sector Trial, aimed at creating multi-agency responses to improve outcomes for young people in relation to youth offending, alcohol and drugs, and training and employment. Mary-Ann is a public health specialist originally from the United Kingdom with experience in working at national, regional and local levels to improve health and wellbeing. In the UK, she completed the South West Public Health Training Programme, undertaking a variety of roles in Primary Care Trusts, the Health Protection Agency and the Government Office for the South West. She then worked as a Consultant in Public Health with NHS Wiltshire where she led development and implementation of strategy and responses to a range of issues, including alcohol and drugs, road safety, community safety, family violence, mental health and wellbeing, and offender health. Before entering public health, Mary-Ann was assistant director of Alcohol Concern, the national NGO addressing alcohol misuse issues, leading public policy and public affairs activities. Mary-Ann has a Master’s in Public Health from the London School of Hygiene and Tropical Medicine, is on the UK Public Health Specialist Register and is a Fellow of the UK Faculty of Public Health. She is currently the Chair of the Otago Southland branch of the Public Health Association and a member of the Board of Trustees of Anglican Family Care in Dunedin. -
International Prospectus Aotearoa | New Zealand ‘UC PROVIDES EVERYTHING: Connections, Opportunities, Community Service, and Brilliant Learning.’ — Rishi, India
2022 International Prospectus Aotearoa | New Zealand ‘UC PROVIDES EVERYTHING: connections, opportunities, community service, and brilliant learning.’ — Rishi, India Contents Why UC? Enrol at UC Study options 1 Welcome to UC 15 Am I eligible? 29 Arts 2 UC7 16 UC Undergraduate entry 34 Business 4 Why UC? requirements 36 Education 6 Support services 18 Choose an undergraduate 38 Engineering 8 Why Ōtautahi Christchurch? qualification 41 Health 10 Life in Ōtautahi Christchurch 20 Pathways to UC 43 Law 12 Why Aotearoa New Zealand? 21 How much will it cost? 44 Science 22 Visas and insurance 48 Online study support 49 Next steps UC lifestyle Rainbow Diversity Support 24 Where will I live? 25 A unique experience UC is proud to partner with Ngāi Tūāhuriri and Ngāi Tahu to uphold the mana and aspirations of mana whenua. Information is correct at the time of print but is subject to change. You are welcome at UC When we ask our students what Our internships, placements, and makes UC different, they tell us this is industry connections will help you a pretty special place to study and live. grow your employability opportunities in Aotearoa New Zealand and Our leafy green campus is nestled international markets. between moana (sea), maunga (mountains), and rangi (sky), offering Importantly, there are many unique experiences like UC’s opportunities to make new friends (join Mt John Observatory, one of the few one of our amazing clubs) and create dark sky reserves in the world. The unforgettable memories in Aotearoa. campus itself with the Ōtākaro Avon Kia ora koutou Experience kotahitanga (togetherness), River winding through provides a manaakitanga (caring for each other) and There is no doubt about it; the world place for you to breathe. -
Sustainability and Competition – Note by Australia and New Zealand
Organisation for Economic Co-operation and Development DAF/COMP/WD(2020)62 Unclassified English - Or. English 6 November 2020 DIRECTORATE FOR FINANCIAL AND ENTERPRISE AFFAIRS COMPETITION COMMITTEE Sustainability and Competition – Note by Australia and New Zealand 1st December 2020 This document reproduces a written contribution from Australia and New Zealand submitted for Item 1 of the 134th OECD Competition Committee meeting on 1-3 December 2020. More documents related to this discussion can be found at http://www.oecd.org/daf/competition/sustainability-and-competition.htm Please contact Ms Cristina VOLPIN if you have questions about this document [[email protected]]. JT03468069 OFDE This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 DAF/COMP/WD(2020)62 Australia and New Zealand 1. Abstract 1. This paper is a written contribution to the Competition Committee’s call for country contributions to the roundtable on 23 July 2020, to be discussed at the Hearing on “Sustainability and Competition” on 1 December 2020. 2. For much of its history, competition law has largely focused on promoting consumer welfare as its primary objective.1 Recently though, there has been a growing school of thought that competition law’s objectives should be broadened to incorporate other public policy considerations, including sustainability.2 3. Without discrediting the merit of these additional public policy objectives, and subject to some qualifications discussed below, Australia and New Zealand’s competition authorities hold the position that competition legislation should remain focused on protecting the competitive process by applying a consumer welfare standard. -
The Pitfalls of Poor Psychometric Properties : a Rejoinder to Hofstede's Reply to Us
Lingnan University Digital Commons @ Lingnan University Staff Publications Lingnan Staff Publication 1-2002 The pitfalls of poor psychometric properties : a rejoinder to Hofstede's reply to us Paul E. SPECTOR University of South Florida Cary L. COOPER University of Manchester Institute of Science and Technology Juan I. SANCHEZ Florida International University Kate SPARKS University of Manchester Institute of Science and Technology André BÜSSING Technical University of München See next page for additional authors Follow this and additional works at: https://commons.ln.edu.hk/sw_master Part of the Sociology Commons Recommended Citation Spector, P. E., Cooper, C. L., Sanchez, J. I., Sparks, K., Büssing, A., Philip, D,...Wong, P. (2002). The pitfalls of poor psychometric properties: A rejoinder to Hofstede's reply to us. Applied Psychology, 51(1), 174-178. doi: 10.1111/1464-0597.00085 This Journal article is brought to you for free and open access by the Lingnan Staff Publication at Digital Commons @ Lingnan University. It has been accepted for inclusion in Staff Publications by an authorized administrator of Digital Commons @ Lingnan University. Authors Paul E. SPECTOR, Cary L. COOPER, Juan I. SANCHEZ, Kate SPARKS, André BÜSSING, Philip DEWE, Luo LU, Karen MILLER, Lucio Renault DE MORAES, Michael O'DRISCOLL, Milan PAGON, Horia PITARIU, Steven POELMANS, Phani RADHAKRISHNAN, Jesùs SALGADO, Oi Ling SIU, Jean Benjamin STORA, Peter VLERICK, Mina WESTMAN, Maria WIDERSZAL-BAZYL, and Paul WONG This journal article is available at Digital Commons @ Lingnan University: https://commons.ln.edu.hk/sw_master/105 This is the post-printed version of an article. The final published version is available at Applied Psychology: An International Review 51:1 (2002); doi: 10.1111/1464-0597.00085 ISSN 0269-994X (Print) / 1464-0597 (Online) Copyright © International Association for Applied Psychology, 2002. -
Studholme College 2021 Resident Handbook Contents
Studholme College 2021 Resident Handbook Contents Welcome ……………………………………………………………………… 3 College Tutorials Orientation and Re-orientation General Introduction ……………………………………………………. 4 Noise and Quiet Hours A brief history Communication Your College staff College Wireless Network Harmful Digital Communications Meet the Team …………………………………………………………. 5-6 Cyber Safety Negative Conduct Arriving at the College ……..…………………………………………… 7 Confidentiality and Privacy Term Dates Student Voice Parent Orientation Student Executive Your Arrival Presidential Election Te Puna Student Accommodation Portal Floor Representatives Staying late at the end of the year Inter-floor/House Shield College Awards and Competitions Your Room …………………………………………………………………… 8 Inter-College Sport and Cultural Competition Bedroom College Events and Engagement Electrical Appliances Sustainability Personal Belongings Illness or Injury Heating in Rooms Smoking Smoke Detectors Vaping Room Checks Illegal Drugs Room Furniture Alcohol Common & Shared Areas …………………………………………….. 9 Hauora & Well-being ………………………………………………. 15-16 Bathrooms Pastoral Care Act and Code Kitchens/Kitchenettes Welfare Rubbish and Recycling Concern for others Main Common Room Consent Dining Room Personal Safety The Local Loneliness and Homesickness Music Room Addiction Study/Tutorial Rooms Laundry Emergency Procedures …………………………………………… 17-18 Gym Fire Earthquake College Services ……………………………………………………… 10-11 College Lockdown Catering Threat to life on Campus Cleaning Threat to life in College Maintenance Pandemic Threat Security and Keys Illness, Accidents and First Aid Bicycles and Bike sheds Parking College Rules and Guidelines …………………………………… 19-21 Postal Mail Behavioural Rules Lost Property Community Guidelines Sports Equipment and Board games University Policies and Procedures AV Equipment Alcohol Guidelines Studholme Van Visitors/Guest Guidelines Lift Noise and Alcohol ban periods Ledges and Roof Spaces Bullying, Harassment and Discrimination Disciplinary Authority, Fines and Levies College Life …………………………………………………………….