Overall the results indicate that spawning is taking place in different locations from the prequake pattern. Although egg survival was not measured in this study, sites in new locations may be vulnerable to current or future land-use activities that are incompatible with spawning success. Consequently, there are considerable management implications associated with this spatial shift, primarily relating to riparian management. In particular, there is a need to control threats to spawning sites and achieve protection for the areas involved. This is required under the New Zealand Coastal Policy Statement 2010 and is a prominent objective in a range of other polices and plans.
The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx
