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Journal articles on the topic 'Wellington School of Architecture'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.

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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development. It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts. The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided. The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.

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McIntosh, Jacqueline, Philippe Campays, and Adele Leah. "Empowerment through Collaboration." International Journal of Civic Engagement and Social Change 2, no. 3 (July 2015): 21–35. http://dx.doi.org/10.4018/ijcesc.2015070102.

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Since the 1970s, more than half of the Tokelau population has relocated to New Zealand due to limited natural resources and overcrowding of the 10km2 land area. In the Wellington region Tokelau groups have sought to maintain their cultural traditions and this paper discusses a collaboration between Te Umiumiga, a Tokelau Hutt Valley community, and the School of Architecture at Victoria University of Wellington, in the design and development of a sustainable, cultural community centre complex. Outcomes included a museum exhibition, which involved a further collaboration with Pataka Art + Museum and a project with the Tokelau youth. University staff and students were empowered to engage directly with the community, undertaking design work, the construction of furniture, an exploration of alternative energy sources and community garden initiatives.

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Potangaroa, R. "3D scanning as an architectural tool." IOP Conference Series: Earth and Environmental Science 1007, no. 1 (March 1, 2022): 012001. http://dx.doi.org/10.1088/1755-1315/1007/1/012001.

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Abstract Laser scanners are gaining acceptance as a tool for three-dimensional modelling of existing buildings, but not much more than that. The idea that a digital model constructed from hundreds of thousands of measured laser points having ‘soulful’ applications remains foreign to Architects. This paper presents the work that has been ongoing for over 5 years at the School of Architecture at Victoria University of Wellington in New Zealand and the ‘soulful’ experiences we have encountered in that work.

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Wesener, Andreas. "The atmosphere of a street: Experimental fieldwork on urban ambiances." SHS Web of Conferences 64 (2019): 01016. http://dx.doi.org/10.1051/shsconf/20196401016.

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The paper discusses phenomenological fieldwork carried out by third- and fourth-year students enrolled in the Bachelor of Landscape Architecture programme at the School of Landscape Architecture at Lincoln University. It focuses on students’ sensory experiences while surveying a lively inner-urban street in Wellington, New Zealand, and discusses related (objective) circumstances, sensations and interpretations. Students were asked to describe their experiences while moving through the street and to record them in a field book in the form of notes and sketches. The goal of the paper is to capture, analyse and discuss students’ individual experiences of different atmospheric facets of an urban streetscape. Preliminary findings are presented and discussed.

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McCarthy, Christine. ""And ... the dazzle continued inside ...": New Zealand interior and landscape architectures of the 1930s." Architectural History Aotearoa 18 (December 8, 2021): 1–34. http://dx.doi.org/10.26686/aha.v18i.7359.

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The Depression began in the late 1920s, but was not simply triggered by the October 1929 crash in Wall Street. In the two years between 1928-29 and 1930-31, "export income nearly halved. ... The government ... slashed expenditure," including severe cuts to public spending in health and education. As Ann Calhoun notes:[t]he effect of the 1930s Depression on [Schools of Art] students and instructors alike was massive: salaries were reduced, the school admission age was raised, overscale salaries were limited, grants for sewing and science were withdrawn, administration grants were cut back, training colleges in Wellington and Dunedin closed and student allowances decreased, and grants to kindergartens were withdrawn.A proposal for a town-planning course by John Mawson (the Director of Town Planning)) and Cyril Knight (Head of Architecture, Auckland University College) likewise failed due to "lack of numbers and Depression cutbacks." Helen Leach also notes the impact of cuts to education more generally, writing that: "[m]others of young children who expected them to start school at four or five learned in May 1932 that the age of entry would be raised to six."

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Marriage, Guy. "Solar Decathlon. Interdisciplinary and collaborative research competing on a world stage." Journal of Public Space 2, no. 3 (December 9, 2017): 31. http://dx.doi.org/10.5204/jps.v2i3.111.

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<p>The Solar Decathlon is an international student competition requiring university-led interdisciplinary student teams to research, design, build and operate a solar-powered house. Projects like this are highly competitive but have significant learning benefits for those involved. The Decathlon requires a wide range of student skills and so is by nature highly interdisciplinary. To win requires a significant amount of collaboration between team members who must rapidly accumulate specialised knowledge of diverse fields including solar design. This paper looks at the Solar Decathlon 2011 project submitted by Victoria University of Wellington, New Zealand, examines the pedagogical methodologies used, and debates the usefulness of this type of interdisciplinary and collaborative project for students of a school of architecture. It notes the difficulties placed on integration of a single-project focus on the wider scope of a typical architectural education and proposes that the broader degree curriculum may benefit from evolving to better accommodate the flexibility needed for targeted design-led research competitions such as the Solar Decathlon.</p>

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Linzey, Kate. "Making a Place: Mangakino 1946-1962." Architectural History Aotearoa 5 (October 31, 2008): 65–71. http://dx.doi.org/10.26686/aha.v5i0.6766.

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In between Whakamaru (1949-56) and Maraetai (1946-53) dams, on the Waikato River, sits Mangakino. Planned and built from c.1948 to 1951, by the Town Planning section of the Ministry of Works, the civic centre was to provide housing and services for the work force on the Maraetai scheme. The architectural design of these dams has previously been discussed as the work of émigré architect, Fredrick Neumann/Newman (Leach), and the town, as that of Ernst Plischke (Lloyd-Jenkins, Sarnitz). In 1949 the plan for Mangakino was published, alongside the plan for Upper Hutt, in the February-March edition of the Design Review. As two "rapidly growing towns," Upper Hutt and Mangakino are briefly reviewed in the context of two essays ("Who wants community centres?" and "Community Centres" by HCD Somerset), an outline of the curriculum of the new School of Architecture and Town Planning, run by the Wellington Architectural Centre, and notification of the 1948 Town Planning Amendment Act. As published in the Design Review, the plan of Mangakino includes a church in the south west, with the sporting facilities to the north and Rangatira Drive flanking a shopping strip on the east. The church sits in a field of grass, isolated and apparently serene. In the drawing published in the monograph Ernst Plischke, however, this building has been cropped off. Focusing on the case of Mangakino, this essay will review the discourse of town planning for secular and religious community in the late 1940s. This era, framed by the end of World War II and the deepening of the Cold War, is seen as the context for industrial action, a changing sense of nationalism, and small town New Zealand as the site of civil dispute.

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Pettigrew, Wendy, and Mark Southcombe. "The End of the Wooden Shop: Wanganui Architecture in the 1890s." Architectural History Aotearoa 4 (October 31, 2007): 76–87. http://dx.doi.org/10.26686/aha.v4i0.6747.

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The 1890s was a decade of remarkable progress in Whanganui. The depression of the 1880s was over. The town became an important port and distribution centre with railway connections to Wellington and New Plymouth as well as wharves at Castlecliff and in town. Alexander Hatrick began his riverboat service on the river enabling tourists from all over the world to travel the "Rhine of New Zealand." The colonial town developed culturally. The Technical School of Design was established in 1892, the public museum opened a few years later and the library was extended. The local MP, John Ballance, was Premier until his death in 1893; his state funeral and that in 1898 of the Māori chief, Te Keepa Rangihiwinui, were defining moments in Whanganui's history. A 40-year building boom began, starting with the replacement of old town centre premises dating from the 1860s and earlier. In 1890 there were two architects in town, but only one with recognized qualifications: Alfred Atkins, FRIBA. Having been in practice with Frederick de Jersey Clere in the 1880s, Atkins' practice blossomed in the 1890s. He was architect to both the Education and Hospital Boards at a time of major commissions and advisor to the Borough Council. He designed the museum and a large warehouse and bond store for Sclanders of Nelson and organized the architectural competition for what is now known as The Royal Whanganui Opera House. This paper examines these and other buildings together with some "gentlemen's residences" as examples of the Victorian architecture which characterizes Whanganui today. During the 1890s the Borough Council continued to grapple with the problem of fires in town. The arguments raged over the merits of building in wood versus brick. This paper looks at the evolution of the Council's eventual designation in 1898 of a downtown "brick area" with bylaws requiring at least brick side walls on all new buildings. The era of building permits began and the erection of new brick walls heralded the end of the wooden shop. The brick buildings that followed changed the character of Whanganui's townscape.

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Mahathir, Said. "EFEKTIFITAS MAHSRABIYA SEBAGAI PEMBATAS VISUAL (HIJAB)GENDER: SEBUAH EKSPERIMEN MODEL 3D." LANGKAU BETANG: JURNAL ARSITEKTUR 6, no. 1 (June 29, 2019): 13. http://dx.doi.org/10.26418/lantang.v6i1.32724.

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Dalam studi yang dilakukan sebelumnya, Mashrabiya (kisi-kisi kayu) dianggap mampu memisahkan zona gender (santriwan-santriwati) pada sebuah perpustakaan pesantren di Kota Langsa, Aceh.Karena penelitian tersebut terbatas pada ekperimen skalatis (1:10) maka hasil yang didapatkan berpotensi bias jika diaplikasikan pada skala sebenarnya (1:1).Oleh karena itu, perlu dilakukan penelitian lanjutan untuk meminimalisir bias dan membuktikan keefektifan Mashrabiya sebagai panel segregasi pada skala manusia. Penggunaan metode eksperimen yang sama seperti pada penelitiansebelumnya terhadap objek skala 1:1 ini akan membutuhkan banyak biaya dan tenaga dalam membangun ruang uji dan pola Mashrabiya-nya. Maka dari itu, penggunakan model 3D merupakan preliminary eksperimen dan analisis yang bertujuan untuk mendapatkan data serta memperkecil jumlah variabel bebas seperti, jumlah lubang, ukuran lubang, luasan baluster, dan, ketebalan panel Mashrabiyassebagai data teknis utama untuk melubangi panel secara manual (handmade) pada penelitian berikutnya.Untuk mempermudah kontrol variabel dan mendapatkan data kuantitif yang presisi dari setiap transformasi modelnya maka eksperimen ini menggunakan perangkat lunak Rhinoceros dengan plug-in Grasshopper untuk membuat algoritma panel Mashrabiya.Hasilnya, dari 20 model 3D Mashrabiyayang disimulasikan hanya empat panel memenuhi syarat (Perforation Ratio) PR, (hole area) HA dan (baluster area) BA sehingga efektif bekerja sebagai pemabatas visual zona gender dan juga sangat adaptif terhadap akses keluar masuk cahaya dan udara. Dari sisi konstruksi pun panel–panel mahsrabiya yang terpilih ini masih sangat mungkin diproduksi secara manual (handmade).Kata-kata Kunci: Hijab (Pembatas Visual), Mashrabiya (kisi-kisi kayu), Eksperimen model3D, Algoritma.EFFCTIVENESS OF MASHRABIYA AS A VISUAL INTERFERENCE (HIJAB) BETWEEN GENDERS: A 3D MODEL EKSPERIMENTIn previous research, Mashrabiya (wooden lattice) have been concluded for being able to separate gender zone (male and female student) in a library of an Islamic boarding school (Pesantren) in Kota Langsa, Aceh. Since the experiment was limited on a scale model (1:10), the obtained result potentially lead to some biases if it is applied on a human scale model (1:1). Therefore, further research to minimize the biases and prove the effectiveness of Mashrabiya as gender segregator panel is needed. Applying the same experimental method as in the previous research on human scale model will cost a significant amount of experiment materials and labors in order to build a sample room and the patterns of Mashrabiya. Therefore, 3 dimensional (3D) model eksperimental method and analysis is a solution aimed at obtaining data, separating and minimizing the number of independent variable such as, number of holes, size of holes, width of baluster area, and thickness of the panel; those technical data will be used in hollowing out the panel (manually) in the next research. To ease the control of variables and to obtain a precise quantitative data in every transformed 3D model, then this experiment utilizes Rhinoceros software with Grasshopper plug-in to produce the algorithm of Mashrabiya panels.The result conclude that from 20 of 3D models of Mashrabiya panels only four panels that qualified in term of (Perforation Ratio) PR, (hole area) HA and (baluster area) BA so then will work effectively as a visual interference panel between gender zones as well as very adaptive on natural lighting and air flow accessibility. In term of the Mashrabiya production, these chosen panels are still can be produced manually (handmade).Keywords: Hijab (Visual Interference), Mashrabiya (wooden lattice), 3D model eksperiment, Algorithm.REFERENCESisher. Jeffrey D., dkk. 1984. Environmental Psychology, 2nd Edition, New York. CBS Collage Publishing.Kenzari, Bechir and Yasser Elsheshtawy. 2003. The ambiguous veil: on transparency, mashrabiy’yas and architecture, Journal of Architectural EducationFathy, H. 1986. Natural Energies and Vernacular Architecture, Mashrabiya(pp. 46-49). Chicago, USA: The University of Chicago Press.Mahathir, Sayed dan Yulianto P. Prihatmaji. 2008. Efektifitas Material Perlubangan “Mashrabiya” Sebagai Hijab Gender Pada Desain Perpustakaan Pesantren, DIMENSI Journal of Architecture and Build Environment, Vol. 36, No. 2.Samuel, W. 2011. Performance and Permeability: An Investigation of the Mashrabiya for use within the Gibson Desert in Australia (pp. 42-57). Master Thesis, School of Architecture and Design of Victoria University, Wellington, New Zealand.Sherif. A, Sabry, H., Rakha, T. 2012. External perforated Solar Screens for daylighting in residential desert buildings: Identification of minimum perforation percentages. Journal of Solar Energy, 86(12), 1929-1940.https://www.archdaily.com/510226/light-matters-Mashrabiyas-translating-tradition-into-dynamic-facades, 19 Mei 2019

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Humphris, Adrian, and Geoff Mew. "A Rose between Two Thorns; Tringham, Chatfield and Toxward, 1865 to 1870." Architectural History Aotearoa 7 (October 30, 2010): 20–21. http://dx.doi.org/10.26686/aha.v7i.6787.

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Charles Tringham, William Chatfield and Christian Julius Toxward are all alleged to have started practices in Wellington in the mid-1860s. Numerous tenders for building work by Tringham and Toxward can be found in newspapers at the time, but tenders by Chatfield do not appear until 1875. There also appears to have been little other competition at the time. Tringham came to New Zealand from England as a carpenter, progressed to being a builder, and was calling himself an architect by 1867. From then until the end of 1869 he tendered in Wellington newspapers for at least 48 buildings. Toxward, a Dane, spent several years as a draftsman in Victoria, Australia, then traveled extensively in Europe. He came to New Zealand by 1862, working in Dunedin and Invercargill before establishing a private practice in Wellington in 1866. By the end of 1869 his tender notices in Wellington newspapers totaled 25. Tringham and Toxward appear to have had quite different approaches in establishing their Wellington practices. Tringham, the younger man at 26, concentrated on designing houses and shops combined with dwellings; he only tendered for four non-residential buildings in the 1860s. Toxward, aged 35 and a prominent Mason, seems to have concentrated on contracts for more substantial buildings such as schools, churches, stores such as Kirkcaldie & Stains and works for the Provincial Government. He only appears to have designed three houses during this period. Chatfield arrived in 1867 and his obituary claims that he ran a practice from then until 1872 when he joined the Wellington Provincial Government as a draftsman. The lack of tenders in the papers suggests either he had limited success or his work was organised through other means, such as word of mouth. Once his architectural practice was established, his early career (40 buildings in four years) closely paralleled that of Tringham. All three, with the later addition of Thomas Turnbull, dominated the Wellington architectural scene through to the early 1890s. To place their output in context we discuss other architects who appear in Wellington in the late 1860s, and the building profession during this time.

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COLLINS, DWANE R. "Wellington C. Mepham High School, 1940-1943." Career Development Quarterly 36, no. 4 (June 1988): 343. http://dx.doi.org/10.1002/j.2161-0045.1988.tb00505.x.

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Suwoto, Novia Lestari, and Anik Cahyaning Rahayu. "MRS. WELLINGTON'S ANXIETY IN GITTY DANESHVARI'S SCHOOL OF FEAR: THE FINAL EXAM." Anaphora: Journal of Language, Literary and Cultural Studies 4, no. 2 (January 27, 2022): 109–16. http://dx.doi.org/10.30996/anaphora.v4i2.5578.

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This study is entitled Mrs. Wellington’s anxiety reflected in Gitty Daneshvari’s School of Fear: The Final Exam. This study aims at describing the symptoms, the causes, and the effects of anxiety which is suffered by Mrs. Wellington. This study applies psychoanalysis theory by Sigmund Freud to analyze Mrs. Wellington’s anxiety. The symptoms of anxiety that is suffered by Mrs. Wellington are such as feeling anxious, being unable to think about anything but something that makes her anxious, and experiencing trembling, melancholy, and the deepest sadness. There are some causes of Mrs. Wellington’s anxiety. First, Mrs. Wellington’s anxiety is caused by her stepson, Abernathy, who hates her since he suffers from novercaphobia or well-known as fear of stepmother. The second cause is Sylvie Montgomery, the nosy reporter who always uses her nose to get information or disgraceful secret of Mrs. Wellington and all her students to make an article in order to win the Snoopulitzer, a contest for reporter in Summerstone. The effects of Mrs. Wellington’s anxiety are very complete. She feels the behavioral effect, the emotional effect, and the cognitive effect of her anxiety. It can be seen from her negative feeling because something in her past, she experiences trouble of concentrating, and she feels afraid every time she thinks about her fears. Mrs. Wellington’s anxiety is categorized of neurotic anxiety. Neurotic anxiety comes from id which is in the form of unconscious feeling so she often loses her emotion such as being sad, angry, panic, and so on. From the analysis, it can be concluded that Mrs. Wellington suffers from anxiety because her uncontrollable emotion: being anxious and being worried. Her stepson and Sylvie, the reporter, become the causes of her anxiety. She also feels the behavioral, emotional, and cognitive effects. Mrs. Wellington suffers from a type of neurotic anxiety as reflected in its symptoms, causes, and effects.

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Eichelbaum, Thomas. "Law School: Recollections and Thoughts for the Future." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 47. http://dx.doi.org/10.26686/vuwlr.v31i1.5973.

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This paper was presented as a lecture on "Capital Law School Day" organised by the New Zealand Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999.

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Vranken, Martin. "Alexander (Sandor) Szakats: A Tribute." Victoria University of Wellington Law Review 32, no. 3 (August 4, 2001): 627. http://dx.doi.org/10.26686/vuwlr.v32i3.5867.

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This article is a tribute to Professor SzakÃ¡ts, an academic at Victoria College Law School (now the Victoria University of Wellington). The author provides a brief summary of Professor SzakÃ¡ts' early life fleeing Europe in 1948 before arriving in Wellington to become a lawyer. The article then briefly outlines Professor SzakÃ¡ts' academic contributions in the area of labour law.

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Keith, Sir Kenneth, and A. H. Angelo. "Colin Campbell Aikman: Reflections." Victoria University of Wellington Law Review 34, no. 4 (November 3, 2003): 631. http://dx.doi.org/10.26686/vuwlr.v34i4.5761.

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Dr Colin Aikman served as Dean of the Victoria University of Wellington Law School. This article focuses on aspects of Dr Aikman's seminal lecture of the 1960s on law in the South Pacific, and on the impact of the constitutional thinking of Dr Aikman in the Pacific on a generation of students and colleagues in the Law Faculty of Victoria University of Wellington.

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Humphris, Adrian, and Geoff Mew. "Shy Times in 1850s Wellington: will the real architects please stand up?" Architectural History Aotearoa 9 (October 12, 2012): 21–28. http://dx.doi.org/10.26686/aha.v9i.7292.

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Wellington was in a period of transition in the 1850s. The first flurry of settlement was easing somewhat and trading was becoming established. However, the earthquakes of 1848 and 1855 shook not only buildings not designed to withstand them, but also the confidence of the immigrant population. People were quick to realise that timber flexed better than brick or cob, but, in the process, they lost several of the earliest buildings with any pretensions to architectural merit. Together with the shaky nature of the economy, and the fact that Auckland was the capital city, there was little incentive for men whose sole training was in architecture to attempt to practice full time.The paucity of architectural records from the 1850s further complicates accurate evaluation of the situation, but it is clear that many of the people designing buildings had multiple skills in several other fields besides architecture. Buildings definitely dated to the 1850s that remain in Wellington can be numbered on one hand and not one of them can be said to have been designed by an architect. The two men with the largest tallies of Wellington building designs in the 1850s also claimed skills in surveying and civil engineering, whereas the two (possibly three) trained architects that we know of seem to have obtained minimal work in their field and to have largely diversified into other occupations. A further five names are associated with Wellington architecture in some way during the 1850s, either with the design of single buildings or simply advertising their services in local newspapers - with no evidence they actually obtained any work. In this paper we look at the backgrounds of the major designers including the trained architects, their work and a few of the factors which caused most of them to seek alternative employment.

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Hardie Boys, Sir Michael. "Reflections on the Last 50 Years of the Law and Law School." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 37. http://dx.doi.org/10.26686/vuwlr.v31i1.5969.

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This paper was presented as a lecture on "Capital Law School Day" organised by the New Zealand Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999.

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Sossin, Lorne. "Law School as Social Innovation." Victoria University of Wellington Law Review 48, no. 2 (October 2, 2017): 225. http://dx.doi.org/10.26686/vuwlr.v48i2.4743.

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Legal education is in the midst of a range of challenges and disruptions. This address outlines these dynamics, and explores the potential of social innovation as a model for law schools which both responds to current challenges and enhances resilience in the face of disruption. By reframing legal education as facing outward, and advancing its public interest mandate through partnerships, collaboration and academic initiatives designed to solve social problems, law schools can enhance the student learning experience, generate new forms of legal knowledge and thrive at a time of rapid change. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 8 July 2016.

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Teague, Edward H., and Alexandra de Luise. "ARCHITECTURE SIG: Architecture School Publications." Art Documentation: Journal of the Art Libraries Society of North America 6, no. 1 (April 1987): 24–26. http://dx.doi.org/10.1086/adx.6.1.27947709.

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Hogg, Peter. "Access to Legal Education." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 77. http://dx.doi.org/10.26686/vuwlr.v31i1.5968.

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This article was presented as a lecture on "Capital Law School Day" organised by the Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999.

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Palmer, Sir Geoffrey. "Provision of Legal Services to Government." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 65. http://dx.doi.org/10.26686/vuwlr.v31i1.5963.

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This article was presented as a lecture on "Capital Law School Day" organised by the New Zealand Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999

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Davies, Colin. "Architecture school journals." Architectural Research Quarterly 1, no. 2 (1995): 96–98. http://dx.doi.org/10.1017/s1359135500002839.

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McCarthy, Christine. "Campus Concrete." Architectural History Aotearoa 13 (August 17, 2022): 46–56. http://dx.doi.org/10.26686/aha.v13i.7785.

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This paper will look at the celebrations of concrete apparent in the Brutalist architecture of the 1970s. It will particularly examine Toomath's Wellington Teachers' Training College (Stage I design 1962-65, built 1966-69; Stage II design 1966-69; built 1972-75), Chris Brooke-White's Central Institute of Technology campus in Heretaunga, Upper Hutt (Stage 1, 1969-72; Stage II, 1972-77), and Ted McCoy's additions to Otago University (namely the Archway Theatres (1972-73) and the Hocken Building (1979-80)). Concrete is understood on these sites as textures as well as spatial articulators. Helmut Einhorn's 1975 consideration of concrete surfaces for the Wellington Urban Motorway, Charles Fearnley's 1975 Where have all the Textures gone? and Banham's 1955 "The New Brutalism," will provide the prime theoretical context.

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Nation, Paul, and Averil Coxhead. "Vocabulary size research at Victoria University of Wellington, New Zealand." Language Teaching 47, no. 3 (June 3, 2014): 398–403. http://dx.doi.org/10.1017/s0261444814000111.

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The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied language research.

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Smith, E. G. C., and H. Anderson. "Workshop on the deformation of the Wellington region." Bulletin of the New Zealand Society for Earthquake Engineering 22, no. 1 (March 31, 1989): 2–38. http://dx.doi.org/10.5459/bnzsee.22.1.2-38.

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The workshop was held in Wellington on September 19 and 20, 1988. It was preceded by a field trip on September 18 to look at the evidence of recent movements on the Wairarapa Fault, and followed by a similar trip to sites on the Wellington Fault on September 25. It was attended by 33 scientists and engineers interested in earthquakes, earth deformation and seismic hazard from Geophysics Division, NZ Geological Survey, Division of Land and Soil Science, Division of Water Sciences, and Physics and Engineering Laboratory of DSIR, Works and Development Corporation, and the Research School of Earth Sciences of Victoria University of Wellington. The purpose of the workshop was to determine the extent of existing data on the subject and then identify what new, feasible projects could fill gaps in the knowledge with an ultimate objective, among others, of enabling a refined estimate of seismic hazard in the region to be made. Those making presentations at the workshop were asked to provide in advance an abstract of their material that was as quantitative as possible, both to stimulate discussion and act as a permanent record of the workshop. It was judged that many of those attending would have been unable to provide full papers, and these were not sought. A good deal of the material has in fact been previously published, but it was felt that the consolidated Abstracts represented a very useful document for those interested in or working on the Wellington Region.

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Burrows, John. "Common Law among the Statutes: The Lord Cooke Lecture 2007." Victoria University of Wellington Law Review 39, no. 3 (November 3, 2008): 401. http://dx.doi.org/10.26686/vuwlr.v39i3.5469.

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This article is based on the 6th Lord Cooke Lecture, delivered in the Law School of the Victoria University of Wellington on 5 December 2007. The author discusses the relationship between common law and statute, a topic in which Lord Cooke had a real interest and on which he and the author discussed in person.

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Hughes, A., and L. Allan. "The Warehouse Wellington Zoofari: school visits to Wellington Zoo for conservation-based learning programmes - an example of effective collaboration between zoos and business." International Zoo Yearbook 50, no. 1 (January 2016): 49–60. http://dx.doi.org/10.1111/izy.12119.

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29

Reeder, Anthony I., Sheila Williams, Rob McGee, and Helen Glasgow. "Tobacco smoking among fourth form school students in Wellington, New Zealand, 1991-97." Australian and New Zealand Journal of Public Health 23, no. 5 (October 1999): 494–500. http://dx.doi.org/10.1111/j.1467-842x.1999.tb01305.x.

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30

Richardson, I. L. M. "Law and the Law School in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 55. http://dx.doi.org/10.26686/vuwlr.v31i1.5961.

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This article was presented as a lecture on "Capital Law School Day" organised by the New Zealand Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999. The general theme of the Day's seminar was how the law and the Victoria University of Wellington's Law School should develop into the millennium. The author considers the future of Victoria Law School by referring to its unique strengths and attributes, and how these have led to successes in the past. The author then looks at the changes that have taken place and are taking place in our legal world.

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Elfassy, Natanel, Eliyahu Keller, Nof Nathansohn, Gili Merin, Zohar Elmakias, Marik Shtern, Jeremie Hoffmann, Mansour Alsana, and Aviva Peeters. "Negev School of Architecture." Journal of Architectural Education 76, no. 2 (July 3, 2022): 204–5. http://dx.doi.org/10.1080/10464883.2022.2097560.

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32

Thapa, Shree Hari. "School of Nepalese Architecture." Journal of Innovations in Engineering Education 2, no. 1 (March 1, 2019): 187–94. http://dx.doi.org/10.3126/jiee.v2i1.36674.

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Architecture is an art of creation for the shelter of human beings. The shelter is called a secured place by the fierce animals, natural calamity, and with complete privacy. The school of architecture is distinguished in its use of construction material, skill, techniques, technology, form including the aspiration of the human being on the geographical strata. The technology and tradition of the construction of a building with certain forms and pattern are influenced by the climate, time, situation, and native construction material. Similarly, the migrants, traders, pilgrimage and travelers had transferred knowledge of tradition and technology with the principle of design philosophy from one place to another. The local or indigenous peoples, who lived or inhabit in the region with climate and geological strata, house form and pattern is varied due to the availability of indigenous construction material. The settlement pattern and the design philosophy of the houses in Nepal are geographically divided into three different regions due to its distinctive ways of construction.

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33

Banks, J. R., and D. M. Gels. "Cat Allergen (FEL D 1) Levels on School Children's Clothing andin Primary School Classrooms in Wellington, New Zealand." PEDIATRICS 104, no. 2 (August 1, 1999): 359–60. http://dx.doi.org/10.1542/peds.104.2.s1.359a.

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34

Banks, James R., and Duane M. Gels. "Cat Allergen (FEL D 1) Levels on School Children's Clothing andin Primary School Classrooms in Wellington, New Zealand." Pediatrics 104, Supplement_2 (August 1, 1999): 359–60. http://dx.doi.org/10.1542/peds.104.s2.359b.

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35

BERKAHN, JONATHAN. "HAYDN: FORMS OF EXPRESSION, NEW ZEALAND SCHOOL OF MUSIC, WELLINGTON, 22–24 MAY 2009." Eighteenth Century Music 7, no. 1 (January 21, 2010): 179–81. http://dx.doi.org/10.1017/s1478570609990790.

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36

Morris, Caroline. "A "Mean Hard Place"? Law Students Tell it as it is." Victoria University of Wellington Law Review 36, no. 2 (August 1, 2005): 197. http://dx.doi.org/10.26686/vuwlr.v36i2.5603.

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Empirical research carried out in the US in the last 10-15 years reveals that law students are generally dissatisfied with their experiences there. The negative effects of legal education are particularly marked for female students. This study, carried out at Victoria University of Wellington in late 2004 seeks to replicate earlier United States studies and queries whether the influx of female students into law school in the past ten years has effected any change in how law school is experienced. It asks: how comfortable are students with lecturer interactions inside and outside the classroom? with student interactions? how attached are they to their law school? why did they come to law school and how do they feel about their performance while there?

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PATCHETT, K., S. LEWIS, J. CRANE, and P. FITZHARRIS. "Cat allergen (Fel d 1) levels on school children's clothing and in primary school classrooms in Wellington, New Zealand." Journal of Allergy and Clinical Immunology 100, no. 6 (December 1997): 755–59. http://dx.doi.org/10.1016/s0091-6749(97)70269-0.

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38

Jain, Shilpa. "A study of work stress and coping among primary school teachers in the Wellington region." Teachers' Work 18, no. 1 (August 6, 2021): 18–35. http://dx.doi.org/10.24135/teacherswork.v18i1.313.

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This research examines the perception of work stress among primary school teachers in the Wellington region. Specifically, it focuses on the way teachers perceive work stress, the contributing factors and the coping strategies employed. Interpretative phenomenological analysis is the qualitative approach and methodology chosen to examine the way teachers make sense of their stress experiences. The educational sector in New Zealand has undergone enormous legislative and organisational change and in the recent past there have been nationwide primary school teacher strikes. While research on teacher stress in New Zealand in relation to the 1989 major reforms has been published, there has been little recent qualitative research on work stress in primary school teachers. This study shows that these teachers experience moderate to high levels of stress because of work overload, the multiplicity of sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. Even so, these teachers derive satisfaction from the core job of teaching and utilise positive coping strategies to manage their stress and work demands, with most of them intending to stay in the role. However, the sustainability of the role of teaching is a concern, as societal misperceptions about teaching and lack of respect for them pose challenges for those continuing in the profession long term. This study contributes to the base literature on teacher stress in the New Zealand context and offers recommendations for supporting the well-being of primary school teachers.

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Jacobsen, Thomas, Linda Miesler, Anja Riesel, and Anika Schönheit. "Evaluation of School Architecture Postoccupancy." Psychological Reports 102, no. 3 (June 2008): 848–54. http://dx.doi.org/10.2466/pr0.102.3.848-854.

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A questionnaire for the postoccupancy evaluation of school architecture was developed. It contains distinct modules covering different parts of a school building. A module of the questionnaire comprises a semantic differential section and items covering six content domains which were selected based on a literature review, namely, aesthetics, equipment, room climate, spatial cognition, privacy and publicity, and personalization of and identification with space. The questionnaire is available in the German language and can be used with students age 10 years or older and teachers.

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Murphy, Joseph. "The architecture of school improvement." Journal of Educational Administration 51, no. 3 (May 3, 2013): 252–63. http://dx.doi.org/10.1108/09578231311311465.

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41

Božić, Mirjana, Dejan Pantelić, Leposava Vušković, Slavica Nikolić, and Vigor Majić. "School Architecture and Physics Education." Physics Teacher 43, no. 9 (December 2005): 608–11. http://dx.doi.org/10.1119/1.2136460.

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42

Joyner, Christopher C. "Burning International Bridges, Fuelling Global Discontent: The United States and Rejection of the Kyoto Protocol." Victoria University of Wellington Law Review 33, no. 1 (July 1, 2002): 27. http://dx.doi.org/10.26686/vuwlr.v33i1.5854.

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This address was presented on 31 October 2001 by Professor Christopher C. Joyner as the 2001 Quentin Quentin-Baxter Memorial Lecture at the Victoria University of Wellington School of Law.Professor Joyner came to New Zealand as a Visiting Canterbury Fellow with the School of Law and Gateway Antarctica at the University of Canterbury from September through December 2001.This paper tackles the controversy surrounding the rejection of the Kyoto Protocol by the United States of America. The paper's particular focus is the international effect of rejection. An updated epilogue discusses the result of the conclusion of the United Nation's Climate Change Convention, and the reaction of the United States.

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43

Smyth, Heather. "Somali Students’ Perceptions of a New Zealand Primary School." Kairaranga 14, no. 1 (January 1, 2013): 39–45. http://dx.doi.org/10.54322/kairaranga.v14i1.176.

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Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the literature in this area by finding out what Somali students in a New Zealand primary school think about their schooling: the aspects of school which challenge or support their cultural identities. Three nine and ten year-old Somali students attending a primary school in the Greater Wellington region participated in focus groups. Open- ended questions were used to elicit their perspectives on pedagogical approaches and their interactions with their peers and teachers. The students identified numerous positive aspects of their school lives, including strong friendships and autonomy in the classroom, yet revealed that bullying is an on-going issue, for themselves and other students, in and out of school.

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Schabmann, Alfred, Vera Popper, Barbara Maria Schmidt, Christian Kühn, Ulrike Pitro, and Christiane Spiel. "The relevance of innovative school architecture for school principals." School Leadership & Management 36, no. 2 (March 14, 2016): 184–203. http://dx.doi.org/10.1080/13632434.2016.1196175.

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45

Barton, George P. "Don Inglis." Victoria University of Wellington Law Review 39, no. 3 (November 3, 2008): 397. http://dx.doi.org/10.26686/vuwlr.v39i3.5468.

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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.

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Barton, George P. "Anthony Angelo." Victoria University of Wellington Law Review 39, no. 4 (December 1, 2008): 543. http://dx.doi.org/10.26686/vuwlr.v39i4.5476.

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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.

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Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.

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The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

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Gage, Ryan, William Leung, James Stanley, Anthony Reeder, Christina Mackay, Moira Smith, Michelle Barr, Tim Chambers, and Louise Signal. "Sun Protection Among New Zealand Primary School Children." Health Education & Behavior 45, no. 5 (December 3, 2017): 800–807. http://dx.doi.org/10.1177/1090198117741943.

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Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sun-safety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.

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Orchiston, W., B. Carter, R. Dodd, and R. Hall. "Selling Our Southern Skies: recent public astronomy developments at the Carter Observatory, New Zealand." International Astronomical Union Colloquium 162 (1998): 214–19. http://dx.doi.org/10.1017/s025292110011512x.

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Carter Observatory is the gazetted National Observatory of New Zealand, and opened in 1941 December. From the start, the main function of the Observatory was to provide for the astronomical needs of the citizens of, and visitors to, the Wellington region, and today this remains one of its four recognised functions (Orchiston and Dodd, 1995). The other three are to conduct astronomical research of international significance; provide a national astronomy education service for school students, teachers, and trainee teachers; and assist in the preservation of New Zealand's astronomical heritage.

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Wong, Wah Sang. "Architecture in Senior Secondary School Education." International Journal of Design Education 9, no. 2 (2015): 1–10. http://dx.doi.org/10.18848/2325-128x/cgp/v09i02/38471.

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