Detailed studies on the sediment budget may reveal valuable insights into the successive build-up of the Canterbury Plains and their modification by Holocene fluvialaction connected to major braided rivers. Additionally, they bear implications beyond these fluvial aspects. Palaeoseismological studies claim to have detected signals of major Alpine Fault earthquakes in coastal environments along the eastern seaboard of the South Island (McFadgen and Goff, 2005). This requires high connectivity between the lower reaches of major braided rivers and their mountain catchments to generate immediate significant sediment pulses. It would be contradictory to the above mentioned hypothesis though. Obtaining better control on sediment budgets of braided rivers like the Waimakariri River will finally add significant value to multiple scientific and applied topics like regional resource management. An essential first step of sediment budget studies Is to systematically map the geomorphology, conventionally in the field and/or using remote-sensing applications, to localise, genetically identify, and classify landforms or entire toposequences of the area being investigated. In formerly glaciated mountain environments it is also indispensable to obtain all available chronological information supporting subsequent investigations.
We present ground motion simulations of the Porters Pass (PP) fault in the Canterbury region of New Zealand; a major active source near Christchurch city. The active segment of the PP fault has an inferred length of 82 km and a mostly strike-slip sense of movement. The PP fault slip makes up approximately 10% of the total 37 mm/yr margin-parallel plate motion and also comprises a significant proportion of the total strain budget in regional tectonics. Given that the closest segment of the fault is less than 45 km from Christchurch city, the PP fault is crucial for accurate earthquake hazard assessment for this major population centre. We have employed the hybrid simulation methodology of Graves and Pitarka (2010, 2015), which combines low (f<1 Hz) and high (f>1 Hz) frequencies into a broadband spectrum. We have used validations from three moderate magnitude events (𝑀𝑤4.6 Sept 04, 2010; 𝑀𝑤4.6 Nov 06, 2010; 𝑀𝑤4.9 Apr 29, 2011) to build confidence for the 𝑀𝑤 > 7 PP simulations. Thus far, our simulations include multiple rupture scenarios which test the impacts of hypocentre location and the finite-fault stochastic rupture representation of the source itself. In particular, we have identified the need to use location-specific 1D 𝑉𝑠/𝑉𝑝 models for the high frequency part of the simulations to better match observations.
As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand. The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments. ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused. As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease. Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority. The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions. This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation. This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”. Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation. I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.
On 22 February 2011, Ōtautahi Christchurch was struck by a devastating earthquake. The city was changed forever: lives were lost, buildings destroyed and much of the city’s infrastructure needed to be repaired or replaced. One of the unexpected outcomes of the process of recovery was the volume of archaeological work that was carried out in the city, including the substantial amount of buildings archaeology that was undertaken (that is, recording standing buildings prior to and during their demolition, using archaeological techniques). Amongst the numerous buildings recorded in this way were 101 houses from across the city (but concentrated in those areas hit hardest by the earthquakes), built between 1850 and 1900. This work yielded a wealth of data about what houses in the city looked like in the nineteenth century. It is this data that forms the core of my thesis, providing an opportunity to examine the question of what life was like in nineteenth century Christchurch through these houses and the people who built them. Christchurch was founded in 1850 by European settlers, most of whom were English. These people came to New Zealand to build a better life for themselves and their families. For many of them, this ‘better life’ included the possibility of owning their own home and, in some instances, building that house (or at least, commissioning its construction). The buildings archaeology data collected following the Canterbury earthquakes enabled a detailed analysis of what houses in the city looked like in the nineteenth century – their form, and both their external and internal appearance – and how this changed as the century progressed. A detailed examination of the lives of those who built 21 of the houses enabled me to understand why each house looked the way it did, and how the interplay of class, budget and family size and expectations (amongst other factors) shaped each house. It is through these life stories that more about life in Christchurch in the nineteenth century was revealed. These are stories of men and women, of success and failure, of businesses and bankruptcies. There are themes that run through the stories: class, appearances, death, religion, gender, improvement. Just as importantly, though, they reveal the everyday experiences of people as they set about building a new city. Thus, through the archaeology of the houses and the history of the people who built them, an earthquake has revealed more about life in nineteenth century Christchurch, as well as providing the means for a deeper understanding of the city’s domestic architecture.
This thesis describes the management process of innovation through construction infrastructure projects. This research focuses on the innovation management process at the project level from four views. These are categorised into the separate yet related areas of: “innovation definition”, “Project time”, “project team motivation” and “Project temporary organisation”. A practical knowledge is developed for each of these research areas that enables project practitioners to make the best decision for the right type of innovation at the right phase of projects, through a capable project organisation. The research developed a holistic view on both innovation and the construction infrastructure project as two complex phenomena. An infrastructure project is a long-term capital investment, highly risky and an uncertain. Infrastructure projects can play a key role in innovation and performance improvement throughout the construction industry. The delivery of an infrastructure project is affected in most cases by critical issues of budget constraint, programme delays and safety Where the business climate is characterized by uncertainty, risk and a high level of technological change, construction infrastructure projects are unable to cope with the requirement to develop innovation. Innovation in infrastructure projects, as one of the key performance indicators (KPI) has been identified as a critical capability for performance improvement through the industry. However, in spite of the importance of infrastructure projects in improving innovation, there are a few research efforts that have developed a comprehensive view on the project context and its drivers and inhibitors for innovation in the construction industry. Two main reasons are given as the inhibitors through the process of comprehensive research on innovation management in construction. The first reason is the absence of an understanding of innovation itself. The second is a bias towards research at a firm and individual level, so a comprehensive assessment of project-related factors and their effects on innovation in infrastructure projects has not been undertaken. This study overcomes these issues by adopting as a case study approach of a successful infrastructure project. This research examines more than 500 construction innovations generated by a unique infrastructure alliance. SCIRT (Stronger Christchurch Infrastructure Rebuild Team) is a temporary alliancing organisation that was created to rebuild and recover the damaged infrastructure after the Christchurch 2011 earthquake. Researchers were given full access to the innovation project information and innovation systems under a contract with SCIRT Learning Legacy, provided the research with material which is critical for understanding innovations in large, complex alliancing infrastructure organisation. In this research, an innovation classification model was first constructed. Clear definitions have been developed for six types of construction innovation with a variety of level of novelties and benefits. The innovation classification model was applied on the SCIRT innovation database and the resultant trends and behaviours of different types of innovation are presented. The trends and behaviours through different types of SCIRT innovations developed a unique opportunity to research the projectrelated factors and their effect on the behaviour of different classified types of innovation throughout the project’s lifecycle. The result was the identification of specific characteristics of an infrastructure project that affect the innovation management process at the project level. These were categorised in four separate chapters. The first study presents the relationship between six classified types of innovation, the level of novelty and the benefit they come up with, by applying the innovation classification model on SCIRT innovation database. The second study focused on the innovation potential and limitations in different project lifecycle phases by using a logic relationship between the six classified types of innovation and the three classified phases of the SCIRT project. The third study result develops a holistic view of different elements of the SCIRT motivation system and results in a relationship between the maturity level of definition developed for innovation as one of the KPIs and a desire though the SCIRT innovation incentive system to motivate more important innovations throughout the project. The fourth study is about the role of the project’s temporary organisation that finally results in a multiple-view innovation model being developed for project organisation capability assessment in the construction industry. The result of this thesis provides practical and instrumental knowledge to be used by a project practitioner. Benefits of the current thesis could be categorized in four groups. The first group is the innovation classification model that provides a clear definition for six classified types of innovation with four levels of novelty and specifically defined outcomes and the relationship between the innovation types, novelty and benefit. The second is the ability that is provided for the project practitioner to make the best decision for the right type of innovation at the right phases of a project’s lifecycle. The third is an optimisation that is applied on the SCIRT innovation motivation system that enables the project practitioner to incentivize the right type of innovation with the right level of financial gain. This drives the project teams to develop a more important innovation instead of a simple problemsolving one. Finally, the last and probably more important benefit is the recommended multiple-view innovation model. This is a tool that could be used by a project practitioner in order to empower the project team to support innovation throughout the project.
