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Research papers, University of Canterbury Library

The NMIT Arts & Media Building is the first in a new generation of multistorey timber structures. It employs an advanced damage avoidance earthquake design that is a world first for a timber building. Aurecon structural engineers are the first to use this revolutionary Pres-Lam technology developed at the University of Canterbury. This technology marks a fundamental change in design philosophy. Conventional seismic design of multi-storey structures typically depends on member ductility and the acceptance of a certain amount of damage to beams, columns and walls. The NMIT seismic system relies on pairs of coupled LVL shear walls that incorporate high strength steel tendons post-tensioned through a central duct. The walls are centrally fixed allowing them to rock during a seismic event. A series of U-shaped steel plates placed between the walls form a coupling mechanism, and act as dissipators to absorb seismic energy. The design allows the primary structure to remain essentially undamaged while readily replaceable connections act as plastic fuses. In this era where sustainability is becoming a key focus, the extensive use of timber and engineered-wood products such as LVL make use of a natural resource all grown and manufactured within a 100km radius of Nelson. This project demonstrates that there are now cost effective, sustainable and innovative solutions for multi-story timber buildings with potential applications for building owners in seismic areas around the world.

Research papers, University of Canterbury Library

Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.