Literatura académica sobre el tema "Auckland University College"
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Artículos de revistas sobre el tema "Auckland University College"
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Linzey, Kate. "Constructing Education: 1961-69". Architectural History Aotearoa 2 (3 de octubre de 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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Spurling, Thomas H. y Barry N. Noller. "Robert (Robin) Harold Stokes 1918–2016". Historical Records of Australian Science 30, n.º 1 (2019): 42. http://dx.doi.org/10.1071/hr18018.
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Robin Stokes was born in the village of Southsea, on Portsea Island, UK, on 24 December 1918 and died in Armidale, NSW, Australia, on 15 November 2016. He came from a long line of distinguished scientists and mathematicians. Robin was educated at Auckland Grammar School, Auckland University College and the University of Cambridge. He commenced his academic career at the University of Western Australia in 1945 during the post-war reconstruction period, left there to pursue his PhD at Cambridge in 1947 and returned as a senior lecturer in 1950. He took the chair of chemistry at the University of New England in 1955 and remained there for the rest of his career. He made outstanding contributions to our understanding of electrolyte solutions. His book with R. A. Robinson has more than 12,000 citations.
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Tyler, Linda. "Transforming an Edwardian boarding house into an urban marae at Auckland University College in 1954". Architectural History Aotearoa 12 (1 de octubre de 2015): 27–33. http://dx.doi.org/10.26686/aha.v12i.7687.
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In writing the history of art in Aotearoa/New Zealand, much attention has been focussed on the exhibitions and activities of painters and sculptors of the Māori Renaissance in the 1950s. Equally significant was the impetus given to reviving customary crafts through the Adult Education movement associated with the University of Auckland. The Maori Social and Economic Advancement Act of 1945 positioned the responsibility for preservation, revival and maintenance of "Māori arts, crafts, language, genealogy and history" with iwi, and led to the formation of the Maori Women's Welfare League in September 1951, with its agenda to perpetuate women's skills in Māori arts and crafts, and for these to be practised within an architectural context.
A Māori advisory committee was established in the Adult Education Centre at Auckland University College in 1945, tasked with mitigating Māori urban alienation through the teaching of Māori arts and cultural history to establish "pride of race and cultural achievement." In 1949, the first tutor for the Maori Adult Education Extension Programme was appointed, Maharaia Winiata (1912-60), followed by a graduate of the Rotorua School of Māori Arts and Crafts, Master carver Henare Toka (Ngāti Whatua) and his wife Mere. They recruited students from the Auckland University College Māori Club and pupils from Māori secondary schools to decorate the entrance hall of Sonoma House, 21 Princes Street, with kōwhaiwhai and tukutuku. Thus an Edwardian building was reborn as the University's Adult Education Centre, and was acclaimed for its biculturalism in the spring issue of Te Ao Hou in 1954.
Now 60 years old, the tukutuku panels have been preserved by present day Deputy Vice Chancellor Jim Peters in the ground floor of the University's Clocktower following the disestablishment of Adult Education. Seven of these tukutuku panels have recently undergone extensive conservation treatment, and they are recognised as highly significant examples of twentieth century weaving, exemplifying the approach to reviving customary tukutuku at mid-century in terms of the materials and techniques as well as patterns: muumuu, or purapura whetuu roimata toroa), waharua koopito, whakarua koopito, niho taniwha and nihoniho. They have now gone on display in pride of place in the University Clocktower. This paper will contextualise the changing meaning of these tukutuku panels from interior décor to historic design within the evolving narrative of customary Māori weaving practices.
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Te Paa, Jenny Plane. "Anglican Identity and Theological Formation in Aotearoa New Zealand". Journal of Anglican Studies 6, n.º 1 (junio de 2008): 49–58. http://dx.doi.org/10.1177/1740355308091386.
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ABSTRACTSt John's College Auckland has served the New Zealand church for over 150 years. In 1992 the Anglican Church in New Zealand changed its constitution to give recognition to the Pakeha, Maori and Polynesian groups in the church. The Canon concerning St John's College was also changed to reflect the new Constitutional arrangements. From that time the college was committed to recognizing the two cultural traditions in its leadership and across all aspects of the college's activities and environment. This implied significant curriculum challenges. Some difficult choices have been faced as to the relationship with a secular university and its implications for the presence in the curriculum of Anglican studies. These have been resolved in a way which honours the contextual issues and the tradition of Anglican faith.
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Tyler, Linda. "Noel Bamford: the first director of the Auckland School of Architecture". Architectural History Aotearoa 14 (17 de agosto de 2022): 65–71. http://dx.doi.org/10.26686/aha.v14i.7794.
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Auckland's keenest advocate of the Arts and Crafts movement was Frederick Noel Bamford (1881-1952) who was the first director of the Auckland School of Architecture from 1917-19. Apprenticed to carpenter and architect Edward Bartley (1839-1919) during the years that St Matthews-in-the-city was being designed, Bamford excelled at drawing and travelled to London to become a student at the Royal Institute of British Architects' School in 1904. Along with fellow expatriate architectural student Arthur Patrick Hector Pierce (1879-1918), Bamford found work in the office of Edwin Lutyens (1869-1919), famed for his romantic English country houses. Bamford returned to Auckland in 1906, and was elected an Associate of the RIBA the following year. Pierce followed, and they formed an architectural partnership which became renowned for its houses in the English Domestic Revival style adapted for New Zealand conditions. Bamford and Pierce are best known for designing the glamourous Coolangatta, 464 Remuera Road (1911, demolished in 2006) for Canadian-born Alfred Foster, a surveyor and his wife Jessie, which Peter Shaw observes is almost an exact copy of a Lutyens house at Fulbrook, Elstead, Surrey, built in 1897. As well as indicating the rapid transmission the Lutyens country house typology to New Zealand, the story of the Bamford and Pierce partnership offers an intriguing insight into the social relationships of Edwardian Auckland. Pierce's father George was prominent in the Anglican Diocese, and one of the earliest commissions that Bamford and Pierce secured was for Bishopscourt, a home for the Anglican Bishop of Auckland, known as Neligan House (1909-10). Connections to the law firm of Hesketh Richmond (Bamford's father was Edwin Bamford, (1846-1928), Registrar-General of Lands) resulted in the commission for Waione (1910), a single storey house at 22 Domett Avenue, Epsom as well as two houses for wealthy heiress Jeannie Stirling Richmond (1854-1917) for construction on her Rockwood estate. Ngahere at 74 Mountain Road (1907-8) was designed for Richmond's newly married daughter Margaret MacCormick (1884-1972) is renowned for its butterfly floor plan. Woodend at Gilgit Road (circa 1914-15) was designed as the home of Noel Bamford's brother, lawyer Dr Harry Dean Bamford, who lectured in law at Auckland University College. In 1912, the year that his Remuera house went up in flames destroying £2000 worth of Arts and Crafts furniture, Bamford founded the Arts and Crafts Club in Auckland, becoming its inaugural president. The Club was to have a key role in promoting the adaptation of the ideology of William Morris, and incorporated Māori arts into its definition of craft.
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Hawthorne, Shaun, Andy Goodwyn, Marshall George, Louann Reid y Melanie Shoffner. "Extending the Conversation: The State of English Education: Considering Possibilities in Troubled Times". English Education 44, n.º 3 (1 de abril de 2012): 288–311. http://dx.doi.org/10.58680/ee201219123.
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For the “Extending the Conversation” section in this issue, we invited English educators from the United States and abroad to reflect on the state of English education in their countries. All five contributors have interacted through their participation in the NCTE Annual Convention, the CEE summer summits, the International Federation for the Teaching of English (IFTE) convention, and the NATE conference. We begin with initial thoughts by Shaun Hawthorne, the Deputy Principal at Western Springs College in Auckland, New Zealand; and Andy Goodwyn, a faculty member at the University of Reading in England. Then, Marshall George (Fordham University), Louann Reid (Colorado State University), and Melanie Shoffner (Purdue University) offer a “trialogue” in response. We hope these perspectives give readers insight into international contexts and advance dialogue in English education.
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Gray, Geoffrey y Doug Munro. "Establishing Anthropology and Maori Language (Studies), Auckland University College: The Appointment of Ralph Piddington, 1949". Histories of Anthropology Annual 7, n.º 1 (2011): 49–82. http://dx.doi.org/10.1353/haa.2011.0000.
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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 6, No. 3". International Journal of Statistics and Probability 6, n.º 3 (14 de mayo de 2017): 213. http://dx.doi.org/10.5539/ijsp.v6n3p213.
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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 6, Number 3 Ali Reza Fotouhi, University of the Fraser Valley, CanadaChin-Shang Li, University of California, USADouglas Lorenz, University of Louisville, USAFarida Kachapova, The Auckland University of Technology, New ZealandFelix Almendra-Arao, UPIITA del Instituto Politécnico Nacional, MéxicoGane Samb Lo, University Gaston Berger, SenegalGerardo Febres, Universidad Simón Bolívar, VenezuelaHaiming Zhou, Northern Illinois University, USAHui Zhang, St. Jude Children’s Research Hospital, USAJacek Białek, University of Lodz, PolandLuiz Ricardo Nakamura, University of Sao Paulo, BrazilMarcelo Bourguignon, Universidade Federal de Pernambuco, BrazilMaryam Eskandarzadeh, Persion Gulf Boshehr University, IranNahid Sanjari Farsipour, Alzahra University, IranPhilip Westgate, University of Kentucky, USARebecca Bendayan, University College London, UKSajid Ali, Bocconi University, ItalyShatrunjai Pratap Singh, John Hancock Financial Services, USAShuling Liu, Yale University, USASohair F. Higazi, University of Tanta, EgyptSubhradev Sen, Alliance University, IndiaTomás R. Cotos-Yáñez, University of Vigo, SpainVyacheslav Abramov, Swinburne University of Technology, AustraliaZaixing Li, China University of Mining and Technology (Beijing), China Wendy SmithOn behalf of,The Editorial Board of International Journal of Statistics and ProbabilityCanadian Center of Science and Education
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Oyebode, Femi. "9 Psychopathology & the nature of the Self". Journal of Neurology, Neurosurgery & Psychiatry 93, n.º 12 (14 de noviembre de 2022): e3.42. http://dx.doi.org/10.1136/jnnp-2022-bnpa.9.
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Femi Oyebode graduated from University of Ibadan with distinction in Medicine in 1977 & trained as a psychiatrist in Newcastle-Upon-Tyne. He has been Consultant Psychiatrist in Birmingham since 1986 & retired in 2021. He has been Honorary Professor of Psychiatry at the University of Birmingham since 1999. He was Head of Department of Psychiatry from 2003–2009. He is Honorary Professor, Department of Anthropology & African Studies University of Birmingham. He is Associate Editor the British Journal of Psychiatry, & on the Editorial Boards of BJPsych Bulletin and BJPsych Advances. He was Chief Examiner of the Royal College of Psychiatrists from 2002 to 2005. He has been ASB Visiting Professor at University of Auckland, Raine Visiting Professor at University of Western Australia, & Visiting Professor University of Ibadan. His research interests include clinical psychopathology, delusional misidentification syndromes, medical humanities and medical ethics. He is author of Sims’ Symptoms in the Mind (4–6th editions), Psychopathology of Rare and Unusual Syndromes, Madness and the Theatre and edited Mindreadings: Literature and Psychiatry. He is also a poet and literary critic. His volumes of poetry include Naked to your softness & other dreams, Master of the Leopard Hunt and Adagio for Oblong Mirrors. He contributed critical essays to the Oxford Companion to 20th century Poetry and Oxford Companion to Modern Poetry. He received the Royal College of Psychiatrists’ Lifetime Achievement Award in 2016 and the highest award of the Royal College of Psychiatrists, the Honorary FRCPsych., in 2019.AbstractPsychopathology is the systematic study of abnormal psychological experience and includes the precise description, definition and categorisation of abnormal phenomena. In this lecture I will focus on the potential role of psychopathology as a means of revealing the underlying brain processes that make possible our experience of reality. I will examine phantom limb phenomenon, Charles Bonnet Syndrome, musical hallucinations and autoscopy to illustrate and develop my thesis. My ultimate aim is to demonstrate that the value of psychopathology is over and above the merely descriptive and that its value includes theorising about neural mechanisms.
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McCarthy, Christine. ""And ... the dazzle continued inside ...": New Zealand interior and landscape architectures of the 1930s". Architectural History Aotearoa 18 (8 de diciembre de 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."
Tesis sobre el tema "Auckland University College"
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Roggendorf, Nadine. "How New Zealand universities present themselves to the public an analysis of communication strategies : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Masters of Arts (MA), 2008 /". Click here to access this resource online, 2008. http://hdl.handle.net/10292/472.
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This thesis investigates how the eight state-funded New Zealand universities present themselves in the prospectuses they publish yearly. The background for this research is the fact that the universities now have to compete for students and funding monies because the government has linked the amount of funding to the number of students and the universities’ success in research (McKenzie, 1996). Additionally, student fees and private sources increasingly contribute to the universities’ budget. The entry of competition into the tertiary education sector is a result of recent policy changes that led the education sector from an egalitarian scholarly system with a tradition of open and free access for all citizens to a market-oriented education industry, which contributes considerably to the national economy. This restructuring of the tertiary education sector is part of the major social, political and economic changes that New Zealand went through – and is still going through – beginning with the Fourth Labour Government's second term of office from 1987 to 1990 (Holland & Boston, 1990). The historical background of this thesis focuses on these policy changes that influenced all areas of the public life in New Zealand in the last 25 years. The literature review established that these reforms resulted in processes of commodification of education, competitive marketisation and corporatisation of the universities (Butterworth & Tarling, 1994). The purpose of this thesis is to find evidence of these three tendencies within the language and visual presentation of the university prospectuses. The prospectuses have been chosen as the data corpus because they provide a comprehensive overview of the institutions. Moreover, they represent a hybrid genre of an advertorial text type, being partly informational, partly promotional. The data has been analysed by applying textually-oriented discourse analysis (Fairclough, 1992). Discourse analysis has been proven to be a suitable methodology as it links linguistic analysis to the broader social context. The premise of this approach was that social changes leave traces within the discourse. The data analysis confirmed the intended outcome that the tendencies of commodification, marketisation and corporatisation are visible in the present material. This concludes that the order of discourse of business has colonised the order of discourse of tertiary education.
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Kerslake, Maria Talaitupu. "Maloafua : structural adjustment programmes : the case of Samoa : a thesis submitted to Massey University in fulfilment of the requirements for the degree of Doctor of Philosophy, Sociology Programme, School of Social and Cultural Studies, College of Humanities and Social Sciences, Massey University, Albany Campus, Auckland". 2007. http://hdl.handle.net/10179/1423.
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Structural adjustment programmes have been promoted globally by international financial institutions as an answer to the financial problems of developing countries like Samoa. This thesis is a study of the history of structural adjustment programmes in the Independent State of Samoa, and focuses specifically on a case study of one particular programme: the restructuring and privatisation of the former Public Works Department (PWD). It seeks to compare the claims made for the reform process by development economists, development consultants and planners, politicians and reform managers, with the experiences of those who were involved in various roles in a particular type of reform: the privatisation of a Government utility. The PWD was chosen by the Samoan Government to kick-start its institutional reform programme. The Department had, over the years, suffered from poor management, corrupt practices, overspending and unaccounted funds which were all revealed in an Auditor General's Report tabled in Parliament in Samoa in 1994. This caused great embarrassment to the Government which had then to respond to these accusations. Government saw the reform of the PWD as a means to respond to public criticism of its lack of oversight, and discontent with the standard of the department's services in public works, institutional construction, repair and maintenance programmes. The study used a case study methodology to interview the people that were involved in the privatisation of the old Public Works Department (PWD). Various people who were, and are still, involved in the process of reforming Government institutions were interviewed. These included the politicians who both advocated and opposed the implementation of the reforms, the consultants who managed them for the Government and international agencies, and employees at all levels of the former Public Works Department. It explored PWD employees' personal and institutional experiences of the period before, during and since the reform of the agency. Despite the propaganda on the benefits that reform programmes have for the countries that implement them, the study has revealed different findings. It identifies and examines some important differences between the claims made by various stakeholders about the reforms, and the experiences of those who were directly involved in various ways. It has shown that people in different positions have different experiences of the same programmes, and that their experiences are significantly influenced by their social location and, specifically, whether they are "insiders" or "outsiders." It concludes by suggesting that since the structural reform project is likely to continue in Samoa for the foreseeable future, it is useful to identify those lessons from the PWD privatisation which might be applied to future projects to mitigate their social and organisational impact.
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Lee, Jae Hoon. "Hyundai Exodus-- exiting tradition, entering new boundaries of designing "Design a Hyundai Motors visual identity" : a written component completed in partial fulfillment of the requirements for the degree of Masters of Design at Massey University, College of Creative Arts, Auckland, New Zealand". 2009. http://hdl.handle.net/10179/1286.
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This research project was conducted to fulfill a Master of design specialising in Transport Design, at Massey University’s Auckland School of Design. It was aimed to create a new visual identity for Hyundai Motors by designing a car model forecasting and utilising methods pertinent to Hyundai Motors. Simultaneously the designed car model focuses on specifically accommodating the needs of surfers. The whole philosophy behind this particular model involves three important elements of Visual Identity as pointed out by Warell; recognition, comprehension and association. As a result, in each stage of the design process, the model was designed and amended continuously to incorporate these three issues to create a design for Hyundai that targeted the surfing market. This research sets out a departure point for designing differentiated vehicle concepts for Hyundai by targeting a niche market. The Exodus was designed for a particular demographic and a subculture. The targeted market began with participants of Extreme Sports such as snowboarding, windsurfing, and surfing, but was narrowed down to surfers, because they had specific requirements that were not well catered via by existing vehicles. These requirements also translated into specific design features that allowed the development of a strongly differentiate of vehicle concept. In this way the Exodus represents an example of how specific and user needs can drive differentiated design in both a practical and visually expressive way. This process was facilitated by way of three major research stages. Firstly, a field trip to Piha, one of Auckland’s most popular surfing beaches was conducted in order to find out more about surfing culture and as a general means of vehicle observation. Secondly, informed interviews were conducted in order to gather qualitative information to generate specific user requirements and inform design development that would meet the needs of surfers. Existing car designs types were analysed to extract any design features and attributes suitable for surfers. Thirdly, a comparative analysis of two established vehicle brands, alongside Hyundai was undertaken in order to reveal the weaknesses of Hyundai’s visual identity. This phase then culminated in a research model specifically aimed at creating a new design image for them. Based on requirements developed using the above methods, the design were developed through an interactive process of sketching, modeling and critique. The aim was to create a car with an advanced design that met the functional needs of the surfing market. The main focus was to create a specific, differentiated brand image based on association, comprehension and recognition for the Hyundai.
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Maistry, Nandariani. "Energy efficiency at a South African higher education institution: a case study of the Auckland Park Kingsway campus, University of Johannesburg". Thesis, 2014. http://hdl.handle.net/10210/11331.
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M.Phil. (Energy Studies)In recent years, the costs of electricity in South Africa have increased enormously, thus, most institutions of higher education are seeking ways to manage their utility costs by reducing consumption rates. Hampering their initiatives, however, is the fact that South Africa in general, and buildings in particular, lag the world in knowledge and implementation of demand side management strategies. This case study outlines the efforts of a large metropolitan university in Gauteng to examine the implementation of energy efficiency within the context of the green or sustainable campus movement. The study comprises three core parts: analysis of electricity consumption data; identification of institutional barriers inhibiting implementation of energy efficiency projects, and, lastly establishing key role players responsible for effective implementation. The study found that seasonality and the campus academic calendar both have profound effects on energy consumption. High demand coincides with winter and a distinct correlation was found between peak consumption and core working hours. Consumption peaked at an average of 2 500 kWh during active ‘in-session’ periods. Less active, ‘out-of-session periods’ recorded an average peak of 2 250 kWh. The lowest average peak consumption of 2 100 kWh occurred during ‘recess’ periods. Similar patterns were evident for the maximum demand. It was evident that the university had a high base load (between 1 300 kWh and 1 650 kWh). This high base load could be attributed mainly to the heating and cooling system. To stimulate decision making towards improved options, an energy savings financial model was developed to provide a tool for calculating the return on investment period for energy efficiency projects. Interviews conducted with key role players (in the university’s operations, academic and management divisions) and a staff questionnaire were used to establish the main barriers to energy efficiency implementation: a) the absence of an energy policy; b) a general low level of awareness of institutional energy efficiency activities and (c) the shortage of dedicated, skilled staff to implement energy efficiency projects. The managerial, operational, and financial divisions are arguably the key role players in energy efficiency projects. Lastly, leadership commitment from the highest levels of the university is required. The novel contribution of this thesis is through combining technological and behavioural approaches to energy efficiency at a tertiary institution through a mixed method study design. Key recommendations are presented to stimulate energy efficiency implementation.
Libros sobre el tema "Auckland University College"
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Michael, Fowler. Michael Fowler's University of Auckland. Wellington [N.Z.]: Mallinson Rendel, 1993.
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Tarling, Nicholas. Stand & deliver: A book of addresses. Wellington, New Zealand: Dunmore Publishing, 2012.
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McEldowney, Dennis. A press achieved: The emergence of Auckland University Press, 1927-1972, with a brief epilogue to 1986 and a list of Auckland University College, University of Auckland, and Auckland University Press publications, 1927-2000. Auckland, N.Z: Auckland University Press, 2001.
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Vaillant, Louis Le y Jane Wild. Roy Lippincott: The architect of the tower. Editado por Vernon C. (Christopher), Lloyd-Jenkins Douglas y Auckland War Memorial Museum. Auckland, N.Z.]: AGM Publishing, 2005.
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Gutiérrez, Jairo. Balancing theoretical and practical goals in the delivery of a university-level data communications program. Hershey, PA: Idea Group Pub., 2003.
Buscar texto completoInformes sobre el tema "Auckland University College"
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, febrero de 2016. http://dx.doi.org/10.34074/ocds.027.
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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.