Search

found 2 results

Research papers, The University of Auckland Library

Following the devastation of the Canterbury earthquake sequence a unique opportunity exists to rebuild and restructure the city of Christchurch, ensuring that its infrastructure is constructed better than before and is innovative. By installing an integrated grid of modern sensor technologies into concrete structures during the rebuild of the Christchurch CBD, the aim is to develop a network of self-monitored ‘digital buildings’. A diverse range of data will be recorded, potentially including parameters such as concrete stresses, strains, thermal deformations, acoustics and the monitoring of corrosion of reinforcement bars. This procedure will allow an on-going complete assessment of the structure’s performance and service life, both before and after seismic activity. The data generated from the embedded and surface mounted sensors will be analysed to allow an innovative and real-time health monitoring solution where structural integrity is continuously known. This indication of building performance will allow the structure to alert owners, engineers and asset managers of developing problems prior to failure thresholds being reached. A range of potential sensor technologies for monitoring the performance of existing and newly constructed concrete buildings is discussed. A description of monitoring work conducted on existing buildings during the July 2013 Cook Strait earthquake sequence is included, along with details of current work that investigates the performance of sensing technologies for detecting crack formation in concrete specimens. The potential market for managing the real-time health of installed infrastructure is huge. Civil structures all over the world require regular visual inspections in order to determine their structural integrity. The information recorded during the Christchurch rebuild will generate crucial data sets that will be beneficial in understanding the behaviour of concrete over the complete life cycle of the structure, from construction through to operation and building repairs until the time of failure. VoR - Version of Record

Research papers, University of Canterbury Library

Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.