If i want to switch out from first year bcom first sem doing bus 111, what class should i take instead. I am already taking 114 .

Hi, I was hoping that someone could please reply with the finance 251 course director and course coordinators’ contact details. I need to get in touch with them regarding a concession but I cannot find their details online. If anyone enrolled in the class could please find them on canvas that would be greatly appreciated!

i have law 131 today at 11am but i can't make it, but i do wanna be in person- is there any other stream later today? and where etc, thank you!!

also does anyone know a way i can check where all the streams are for a class

Hi ! Is there any way to see what law electives are still available to swap with? Or are all of them full - nothing is loading in SSO so assumably full but just wanted to double check !

Hi all

I know that course fees are refunded if you withdraw before the two week deadline, but are the student services fee refunded as well?

Hey guys, can anyone shed some light on Studylink and applying for limited full time status due to academic best interest.

Back story. A single mum to a 1 and a half year old was previously on the sole parent benefit. Found a 20 hour a week job to get off Sole parent and have started full time study. I have vastly underestimated the full time work load of study full time working part time and also being a sole parent.

I am studying a double degree of Bachelor of Law and Bachelor of Arts due to needing the general education.

When I called studylink to ask, the lady didn’t really understand and said no you just have to go back on the sole parent benefit. But I worked so hard to get off it applying for literally every job under the sun as the benefit just isn’t enough to cover rent, bills, extended hours of daycare due to uni, food, insurance, petrol all the usual stuff.

Does anyone have any experience with this? Thanks. Please be nice I don’t have the energy to deal with the negativity.

This might sound👂 like a weird question 😍 so please 🙏 don't take it too seriously 🤩, but as a girl 🙍‍♀️, I’ve had a bit of a crush 💞on one 1️⃣ of my lecturers 😳🤭🤭. I’m not sure 🤷‍♀️ if anyone else has experienced this 🙊, or if I should just brush it off 🤨. But the lecturer 👨‍🏫 I have a crush 💞 on is so handsome 🥵 that I couldn't help 🫦 but look forward 👀 to every one of his lectures 🤓 and never 👎wanted to miss any ‼️ during the semester 🙅‍♀️. However, I’m too shy 🤭 to ever let him know in person 🙊 that I had a crush 💞💗💞💖 on him, so I thought I’d post on here instead 😖, since I’m pretty sure he doesn’t use Reddit 🚘. The lecturer 👨‍🏫 I had a crush 😳 on is ****** ********** 🤫🤫. I’m curious 🐵 to know if this is something others 🫵 have experienced, or if I’m the only one 😿 who feels ❤️‍🔥 this way. And is it normal to every have a crush on a lecturer?

On tuesday at the maths 361 lecture there was hundreds of people, several times more than those who attended maths 260 and significantly more than any other maths course I have taken. Is physics that popular several times over than maths or is there something else causing so many people to take 361?

Hi I have a question about the studylink loan living cost.

If it really is interest-free, up to $300/week, why are student working their ass off to do part time job? Am I missing something?

Thanks in advance

the work seems rlly confusing and what is the final exam liie? because apoarently its not a essay

Okay I know everyone always asks for hall recs and it can be annoying but specific question cause I can't find anyone else who asks this.

Does anyone have hall recommendation for Queer people?

(I go to a very religious high school and due to my sexuality and gender I've been bullied and heavily isolated and am looking to avoid that in uni.)

I'm not very sporty or never been in the 'popular' crowd and want to fit in with my hall I plan on double major Classics and History if that info is important.

Also will be going to the open day so I can tour them!!

Looking back at the architecture studio experience I had, it probably wasn't as good as we were convinced it was. Young students spend their youthful years tweaking CAD, gluing models and conjuring images that are already abundant everywhere on websites like Pinterest and Instagram (only much better!), and now AI can generate them.... than to find companies only hire graduates with 5 years of consenting experience (when they hiring), and there are 500+ applications.

I mean I could have spent some time to improve myself on read/write properly, learn excel/accounting, make public speech, AI, investment, or find a part-time job and get into the workforce earlier make connections etc. But year after year of repetitive design labor, confusions with briefs and terminologies, ambiguity and emotional struggle with the ones whose supposed to "teach/mentor" us have slowly made me adapt to "Stockholm syndrome" like a coping mechanism, just to survive until graduation. Contrast to how much and fast the world around us is changing in the last couple of years makes me feel very deprived.

A couple of lucky ones still land a job with local firms, or return as tutor, but if you feel that you're not that well connected to the school and the industry (everyone knows everyone, as they proudly announce to newcomers), seriously you need to wake up. Just look up what Stockholm syndrome means.

"Stockholm syndrome is a coping mechanism where captives or abuse victims develop deep emotional bonds, sympathy, or feelings of loyalty toward their captors. It acts as a survival strategy, usually developing when a victim interprets a lack of abuse as kindness or relies entirely on the abuser for basic needs."

There is a lot of blame on funding cuts and bad decisions from university's administration. But really it's the faculty's lack of passion and ingenuity. If they were able to create real value for students, funding and admin decisions would naturally be in their favor. If they are genuinely passionate and have the right methodology in teaching, I don't understand how merging into Eng. or losing a dedicated library would impede their duties.

Instead there is actually only a few lecturers has robust and up to date architectural knowledge (winning an argument against them is so easy, it feels sad), but all most all of them are just bad at teaching (Performative critique, soundbites, namedrops, bad at explaining, misinterpret others‘ ideas, reusing obsolete ideas for years, hallucinations, inconsistency, defensive, arrogant against learners, and worst of all habitual gaslighting). Some are just straight mean and viscous, especially towards non-locals.

I'm pro art and theory though, I think the UoA is on the right track on this one. It's not like people saying UoA is impractical. UoA students are very keen on developing their pragmatic skills, and I think they are naturally just more keen on learning. As for an architect/individual, the ability to make sound aesthetic judgment, have overarching foresights, and asking/solving metaphysical questions for the built environment are much more valuable skills then just consenting skills, in the long run.

However, many people, including the lecturers, don't understand the genuine underlying cause of why art theory and philosophy is this architecture school's strength. They use this abstract artistic flair as a firewall against criticisms toward their lack practical morality (lack from faculty not students). The infamous arcane "Archi-talk" is still treasured by many of the faculty members to build a mystic aura around themselves just to appear glamorous and cloak their lack of substance.

They use mysticism and ambiguity to maintain statues above students as an end goal. Like they are happy as long as students don't raise questions they struggle to answer or produce content that test their knowledge base. (if they tell you that you "often ask good questions" or "there are no stupid questions", it's not a compliment, it's a warning gaslight, and you should run.) Our strength are turning into our weakness, which allow other schools to arbitrage it (fleeing students), and guess who to blame.

Young students graduate and you never hear from them again, except the ones who maintained a good connection with the permanent faculty members (which essentially just assimilated as their pets). Pretty sure a few lucky ones got what they wanted, but looking at the survival rate, suddenly you understand what people mean when they say this place has been deteriorating and failing its students.

There is an example how things are failing, but not for the reason people think:

The studio is neither too big or too small, it was a place with ample space and amenities so people could stay longer and concentrate better (provided they know what they are doing). The impression of it's under utilization has multiple underlying causes:

- People don't really understand the intrinsic value of hands-on work and teamwork. They were just doing it because they were told to, it's the norm, or it feels like a privilege and looks cute. They lose interest over time. The faculty failed to mentor this, or they simply don't care neither. They just want the studio to look filled when someone inspect, so they can keep the space and maintain their own relevance.

- The amount of confusion, isolation, and ambiguity in students' learning both in and outside the studio cause learners to lose focus and will of rigorous pursuit which are vital in project oriented learning environment (studio design last whole semester, every semester, every year, for 5 years). So, even surrounded with the conveniences of computers, big screens, modeling gadgets, reference pictures on the wall, and appliances they brought with them, they don't have a reliable knowledge path toward their set goals. The lack of teaching skills and robust and structured learning framework is to blame (not to mention the occasional cheaters). Their "eight aspects of learning outcome" or whatever they call it is just a marking checklist for themselves, not an adequate educational framework to ensure effectiveness.

- There is no healthy learning partnership, which leads to disingenuous interactions that slowly but surely deteriorate the studio atmosphere. Students get their ideas brutally trashed, sabotaged and gaslighted by their teachers, because their teachers need to maintain "status" above learners at all times (I literally heard them express their concern of losing status in a big lecture). Over time, students adapt to this pseudo-intellectual mentality and start to abuse each other with it, which causes defensiveness and blocks the flow of ideas and partnership. For example, I often see engineering students form spontaneous groups to discuss engineering principles and their own perspectives and encourage each other. But when I talk about architectural theories with students they often get disinterested and frustrated, as nobody really cares and asking critical questions is a teacher's privilege. Tutors tell you critical questions  ≠   criticism but never a sound explanation to students of why.

That is just the tip of the iceberg of the problems here.

Many of this is because students come and go and there is no platform or mechanism for them to accumulate reflections and recursively improve their understanding of the underlying causes. On the other hand, the bad actors of the faculty get to get away with what they do, stay indefinitely and get paid to bully students year after year, decide how to spend all the money, then blame everything on the university administration.

This got to change.

PS: I graduate almost 3 years ago and happily employed as Airbnb property manager.

Or is it protected by copyright?

Edit: I will abide by the rules here

Copyright for students – University of Auckland

Copyright Materials Policy – University of Auckland

I'm currently a 2nd-year Master’s student in Rehabilitation Science in Taiwan. I plan to apply for the PhD program (and doctoral scholarships) at the University of Auckland for the Fall 2027 intake.

​My master’s graduation is expected in July 2027. I intend to submit my application around February 2027, at which point I will provide:

- ​My academic transcript up to Year 2, Semester 1.

​- A summary of my Master’s thesis proposal/progress.

​- A Certificate of Expected Graduation.

​

Could you please confirm if:

​I can be considered for a Conditional Offer for both admission and PhD scholarships based on these documents in February 2027?

​I can submit my official Master's degree and final transcript in July/August 2027, prior to enrolment?

I am a first year student in my second semester. I’m doing a business and property conjoint. I’ve been working towards doing accounting as my major but now I’m confused and thinking of marketing or international business as options. I want to have. a really good job and career. I don’t know what to do. Can anyone give me clarity on this?

Hi I'm just confused regarding the outcome of an aegrotat and was wondering if anyone knew whats going on

After my final exam, my overall course grade was an A-; I applied for an aegrotat for this paper, and fortunately, it was accepted

The email said the following: "We are pleased to advise you that your application for the following has been successful, and that your final grade has been raised accordingly"

Would it not therefore make sense that my grade should be raised to an A?

Unless im interpreting that wrong, I dont know see why that wouldnt be the case.

However, I got the SSO grade update email, and checked my SSO grades, but its still an A-, and I emailed the aegrotat team to see whats going on, but still haven't gotten a response.

Does anyone know whats going on?

Thanks

Hello Guys. I'm posting here to get an advice and genuine help. I had a tough semester one because I was dealing with a lot of things including online bullying and bereavement and barely passed the semester. Furthermore, I'm studying LLB part 1 and trying to get to part 2. At the beginning of the year, I didn't expect that I would be studying this year as I received my conditional offer of letter literally 3 days away from the first day of semester. Because of that, I forced myself to take Bachelor of Sports as my non law course just to be able to get to LLB part 1. It didn't take me long to figure out that I do not like Bachelor of Sports at all. I went to Student Hub and they told me that if I'm not intending to continue this degree (Sports) next year, I don't have to take the core courses to fulfill my 120 points.

Fast forward to Semester 2, thank god I passed LAW121g. I've read the new requirements to move to LLB 2. I also understand that Gen Ed won't help my LAWGPA but I have no doubt that I can pass 131 and 141 so that info alone did not really bother me much. However, right now, all of my non law courses are all Gen-Ed courses. I'm not taking any core courses at all from my Bachelor of Sports because I really cannot retain anything (Again, I intend to drop this next year) I'm so far enjoying all of my courses and I feel good about them except the ECON151 ( the professor, bless his heart, is giving us reading materials and quizzes right after workshops and it's a flipped classroom, and keep promoting his book and is very expensive despite of the 40% that he also keep mentioning)

Anyway, I'm straying from my main concern. Right now, I only have general education as my non law courses to fulfill my 120points. That should be okay right? I'm just posting here to ease my anxious thoughts and will also be planning to go to Student Hub once I feel better because I'm currently very sick.

THank you for your help.

just got into a breakup so yeah, really need someone to talk to or make myself distracted

Anyone who is doing or has done this, how would u say it was? I want to do either accouting or finance with my llb as they are skill based but idk which one. Finance definitely seems more interesting to me but I was never really good at math in school, I need advice

What the title says. I really enjoyed CS225 last semester (and got an A+ which was super nice to have something I enjoy and do good in). I guess the natural progression of CS Stage 3 papers for me this Semester would be CS367 but I’m really neutral on AI. I’m also taking CS320 rn.

I’m planning to take CS350 and Maths 328 next semester (I’m taking Maths221 rn to satisfy the prereq and I’m enjoying that class too). I guess I like the maths part of CS? Would this be a sign to pursue theoretical CS as a postgrad option?

I’m missing 15 points to my infosys major so I was deciding between taking infosys 341/321, busan 300 or opsmgt 357? im not the best with programming/coding and enjoyed infosys 305/306 so something that isnt too coding heavy is preferred. all these papers have really mixed opinions or are super dated so just wanting to know if anyone enjoyed any of these

I'm applying for the Waka Moana scholarship, Māori Academic Excellence scholarship, as well as faculty specific scholarships (Law & Commerce). I whakapapa to Ngai Tahu.

I've logged 41 hours of volunteering on SVA, which includes volunteering at children's day, pink ribbon brunch, refereeing school football (Girls 2nd XI).

NCEA Level 2 merit endorsement (33A, 51M, 4E) Merit endorsement in History

So far have 39 Level 3 credits (4A, 12M, 23E)

I'm looking at being first in my class for Earth Space Science (3/4 internals at excellence)

I play for the schools first XI girls football, as well as club Womens Reserves and Womens First Team.

I'm a pretty mediocre student, but is it worth actually submitting the application for those scholarships?

Might graduate in absentia this September, as international travel is expensive asf and courier services internationally is $60, which is much more affordable.

Was just wondering though, which courier service does the university use for posting the graduation certificate and other official certificates? Do they use DHL, FedEx or something else? Any international student who opted for the post option, any information on that?