Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices. The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori. Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being. How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.
A natural disaster will inevitably strike New Zealand in the coming years, damaging educational facilities. Delays in building quality replacement facilities will lead to short-term disruption of education, risking long-term inequalities for the affected students. The Christchurch earthquake demonstrated the issues arising from a lack of school planning and support. This research proposes a system that can effectively provide rapid, prefabricated, primary schools in post-disaster environments. The aim is to continue education for children in the short term, while using construction that is suitable until the total replacement of the given school is completed. The expandable prefabricated architecture meets the strength, time, and transport requirements to deliver a robust, rapid relief temporary construction. It is also adaptable to any area within New Zealand. This design solution supports personal well-being and mitigates the risk of educational gaps, PTSD linked with anxiety and depression, and many other mental health disorders that can impact students and teachers after a natural disaster.
This thesis examines the closing of Aranui High School in 2016, a low socio-economic secondary school in eastern Christchurch, New Zealand, and reflects on its history through the major themes of innovation and the impact of central government intervention. The history is explored through the leadership of the school principals, and the necessity for constant adaptation by staff to new ways of teaching and learning, driven by the need to accommodate a more varied student population – academically, behaviourally and culturally – than most other schools in wider Christchurch. Several extreme changes, following a neoliberal approach to education policies at a national government level, impacted severely on the school’s ability to thrive and even survive over the 57 years of its existence, with the final impact of the 2010 and 2011 Canterbury earthquakes leading indirectly to Aranui High’s closure. The earthquakes provided the National government with the impetus to advocate for change to education in Christchurch; changes which impacted negatively on many schools in Christchurch, including Aranui High School. The announcement of the closure of Aranui High shocked many staff and students, who were devastated that the school would no longer exist. Aranui High School, Aranui Primary School, Wainoni Primary School and Avondale Primary School were all closed to make way for Haeata Community Campus, a year 1 to 13 school, which was built on the Aranui High site. Aranui High School served the communities of eastern Christchurch for 57 years from 1960 and deserves acknowledgment and remembrance, and my hope is that this thesis will provide a fair representation of the school’s story, including its successes and challenges, while also explaining the reasons behind the eventual closure. This thesis contributes to New Zealand public history and uses mixed research methods to examine Aranui High School’s role as a secondary school in eastern Christchurch. I argue that the closure of Aranui High School in 2016 was an unjustified act by the Ministry of Education.
Home address-based school zoning regulations are widely used in many countries as one means of selecting pupils and estimating future enrolment. However, there is little research regarding an alternative system of zoning for parents’ place of employment. Previous research has failed to analyse potential impacts from workplace-based zoning, including negating the effects of chain migration theory and settlement patterns to facilitate cultural integration, promoting the physical and mental wellbeing of families by enabling their close proximity during the day, as well as positive results concerning a volatile real estate market. As the modern family more often consists of one or both parents working full-time, the requirement of children to attend school near their home may not be as reasonably convenient as near their parents’ workplace. A case study was performed on one primary school in Christchurch, consisting of surveys and interviews of school stakeholders, including parents and staff, along with GIS mapping of school locations. This found deeper motivations for choosing a primary school, including a preference for cultural integration and the desire to school children under 14 years near their parents’ place of employment in case of illness or earthquake. These data suggest that the advantages of workplace-based zoning may be worth considering, and this thesis creates a framework for the Ministry of Education to implement this initiative in a pilot programme for primary schools in Christchurch.
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School travel is a major aspect of a young person’s everyday activity. The relationship between the built environment that youth experience on their way to and from school, influences a number of factors including their development, health and wellbeing. This is especially important in low income areas where the built environment is often poorer, but the need for it to be high quality and accessible is greater. This study focusses on the community of Aranui, a relatively low income suburb in Christchurch, New Zealand. It pays particular attention to Haeata Community Campus, a state school of just under 800 pupils from year one through to year thirteen (ages 5-18). The campus opened in 2017 following the closure of four local schools (three primary and one secondary), as part of the New Zealand Government’s Education Renewal scheme following the Christchurch earthquakes of 2010/11. Dedicated effort toward understanding the local built environment, and subsequent travel patterns has been argued to be insufficiently considered. The key focus of this research was to understand the importance of the local environment in encouraging active school travel. The present study combines geospatial analysis, quantitative survey software Maptionnaire, and statistical models to explore the features of the local environment that influence school travel behaviour. Key findings suggest that distance to school and parental control are the most significant predictors of active transport in the study sample. Almost 75% of students live within two kilometres of the school, yet less than 40% utilise active transport. Parental control may be the key contributing factor to the disproportionate private vehicle use. However, active school travel is acknowledged as a complex process that is the product of many individual, household, and local environment factors. To see increased active transport uptake, the local environment needs to be of greater quality. Meaning that the built environment should be improved to be youth friendly, with greater walkability and safe, accessible cycling infrastructure.
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
This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.
This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.
In this paper we outline the process and outcomes of a multi-agency, multi-sector research collaboration, led by the Canterbury Earthquake Research Authority (CERA). The CERA Wellbeing Survey (CWS) is a serial, cross-sectional survey that is to be repeated six-monthly (in April and September) until the end of the CERA Act, in April 2016. The survey gathers self-reported wellbeing data to supplement the monitoring of the social recovery undertaken through CERA's Canterbury Wellbeing Index. Thereby informing a range of relevant agency decision-making, the CWS was also intended to provide the community and other sectors with a broad indication of how the population is tracking in the recovery. The primary objective was to ensure that decision-making was appropriately informed, with the concurrent aim of compiling a robust dataset that is of value to future researchers, and to the wider, global hazard and disaster research endeavor. The paper begins with an outline of both the Canterbury earthquake sequence, and the research context informing this collaborative project, before reporting on the methodology and significant results to date. It concludes with a discussion of both the survey results, and the collaborative process through which it was developed.
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.
New Zealand lies on the Pacific Ring of Fire – the belt of vulnerable, unpredictable fault lines which are the primary cause for earthquakes in this country. Most recently, as evident in the aftermath of the 2011 Christchurch earthquake -the destruction of the city centre led to the emergence of sub centres in different parts of the city each with different, desperate needs. The lack of preparedness in the wake of an earthquake hence, exacerbated this destitution. This research explores architecture’s role in the sub-centre. How can architecture facilitate resilience through this decentralised typology? The design-led approach critiques the implications of architecture as a tool for resilience whilst highlighting the desperate need for the engagement of architecture in planning before a disaster strikes. The resulting response explores resilience through an architectural lens that has a wider infrastructural, contextual and user-focussed need.
The 2010-2011 Canterbury earthquake sequence was extremely damaging to structures in Christchurch and continues to have a large economic and social impact on the city and surrounding regions. In addition to strong ground shaking (Bradley and Cubrinovski 2011 SRL; Bradley 2012 SDEE), extensive liquefaction was observed, particularly in the 4 September 2010 Darfield earthquake and the 22 February 2011 Christchurch earthquake (Cubrinovski et al. 2010 BNZSEE; 2011 SRL). Large observed vertical ground motion amplitudes were recorded in the events in this sequence, with vertical peak ground accelerations of over 2.2g being observed at the Heathcote Valley Primary School during the Christchurch earthquake, and numerous other vertical motions exceeding 1.0g (Bradley and Cubrinovski 2011 SRL; Bradley 2012 SDEE; Fry et al 2011 SRL). Vertical peak ground accelerations of over 1.2g were observed in the Darfield earthquake.
Diverse Density proposes an alternative housing strategy to the idealistic top-down process of housing development. The term ‘Top – down’ refers to a situation in which decisions are made by a few people in authority rather than by the people who are affected by the decisions (Cambridge). Problems/Position/Question: New Zealand’s urban housing is in a period of flux. Pressures of densification have permitted the intervention of medium density housing development schemes but these are not always successful. These typically top-down processes often result in internally focused design schemes that do not adhere to their specific context. The subsequent design outcomes can cause detrimental impacts to the local, urban and architectural conditions. With vast quantities of council regulations, building restrictions and design guidelines clouding over the housing sector, commonly referred to as ‘red tape’, occupant participation in the housing development sector is dwindling. A boundless separation between top-down and traditional housing processes has occurred and our existing neighbourhoods and historic architectural character are taking on the brunt of the problem. The thought-provoking, alternative housings strategies of key research theorists Alejandro Aravena and John Habraken frame positions that challenge contemporary densification methods with an alternative strategy. This position is addressed by endeavoring to answer; How can demands for denser housing achieve dynamic design responses that adhere to changes in occupancy, function and local site conditions? Aim: The aim of this thesis is to challenge New Zealand’s current housing densification methods by proposing an alternative densification strategy. Explicit devotion will be attributed to opposing top-down building developments. Secondly, this thesis aims to test a speculative site-specific housing model. The implementation of a Christchurch housing scenario will situate an investigative study to test the strategy and its ability to stimulate greater diversity, site responsiveness, functional adaptability and occupancy permutation. The post-earthquake housing conditions of Christchurch provide an appropriate scenario to test and implement design-led investigations. Objectives: The primary objectives of this design-led research investigation it to challenge the idealistic top-down method of developing density with a new method to: - Develop contextual architectural cohesion - Encourage residential diversity - Reinvigorate architectural autonomy - Respond to, and recognise, existing site conditions - Develop a housing model that: - Adapts to occupant functionality preferences - Caters to occupancy diversity - Achieves contextual responsiveness The proposition is addressed through a speculative design-led scenario study. A well-established Christchurch urban environment is adopted to implement and critique the envisioned alternative strategy. Development of the designs responsiveness, adaptability, and functionality produce a prototype housing model that actively adheres to its particular context. Implication: The implications of this research would be an alternative densification strategy to perceive the advancement of punctual assessment of building compliance. With accelerated building processes, the research may have implications for addressing New Zealand’s housing crisis whilst simultaneously providing diverse, personable and responsive architectural solutions. A more dynamic, up-to-date and responsive housing development sector would be informed.
Background: Earthquakes are found to have lingering post-disaster effects on children that can be present for months or years after the disaster, including hyperarousal symptoms. Young children have the most difficulties in regulating their emotions, especially when they are highly aroused. Colouring-in mandala designs have been found to reduce hyperarousal symptoms of stress in young adults. The purpose of this study was to determine if the same effects of colouring-in mandalas would be seen with children showing signs of hyperarousal. Research Question: To identify what effect colouring-in mandala designs would have on the heart rate in a young child showing signs of hyperarousal. Method: Following approved procedures for informed consent, two 6-year-old girls from a Christchurch primary school were chosen for the study. Heart rate was measured using a Fitbit in a single subject design. The baseline, colouring-in and a second baseline phase were conducted during mathematics. The participants and their teacher reported on arousal, enjoyment, and positive and problem behaviours. The study took 26 school days to complete. Results: Compared with baseline, the average heart rate data showed no decrease in heart rate (i.e., calming effect) during the mandala colouring-in task phase. Conclusions: The participants enjoyed colouring-in the mandalas, but the average heart rate data did not show that colouring-in pre-drawn designs reduced heart rate, a measure of arousal. Major study limitations included; not having suitable participants or a suitable setting for the colouring-in task, and not being able to observe both participants.
Cities need places that contribute to quality of life, places that support social interaction. Wellbeing, specifically, community wellbeing, is influenced by where people live, the quality of place is important and who they connect with socially. Social interaction and connection can come from the routine involvement with others, the behavioural acts of seeing and being with others. This research consisted of 38 interviews of residents of Christchurch, New Zealand, in the years following the 2010-12 earthquakes. Residents were asked about the place they lived and their interactions within their community. The aim was to examine the role of neighbourhood in contributing to local social connections and networks that contribute to living well. Specifically, it focused on the role and importance of social infrastructure in facilitating less formal social interactions in local neighbourhoods. It found that neighbourhood gathering places and bumping spaces can provide benefit for living well. Social infrastructure, like libraries, parks, primary schools, and pubs are some of the places of neighbourhood that contributed to how well people can encounter others for social interaction. In addition, unplanned interactions were facilitated by the existence of bumping places, such as street furniture. The wellbeing value of such spaces needs to be acknowledged and factored into planning decisions, and local rules and regulations need to allow the development of such spaces.
“One of the most basic and fundamental questions in urban master planning and building regulations is ‘how to secure common access to sun, light and fresh air?” (Stromann-Andersen & Sattrup, 2011). Daylighting and natural ventilation can have significant benefits in office buildings. Both of these ‘passive’ strategies have been found to reduce artificial lighting and air-conditioning energy consumption by as much as 80% (Ministry for the Environment, 2008); (Brager, et al., 2007). Access to daylight and fresh air can also be credited with improved occupant comfort and health, which can lead to a reduction of employee absenteeism and an increase of productivity (Sustainability Victoria, 2008). In the rebuild of Christchurch central city, following the earthquakes of 2010 and 2011, Cantabrians have expressed a desire for a low-rise, sustainable city, with open spaces and high performance buildings (Christchurch City Council, 2011). With over 80% of the central city being demolished, a unique opportunity to readdress urban form and create a city that provides all buildings with access to daylight and fresh air exists. But a major barrier to wide-spread adoption of passive buildings in New Zealand is their dependence on void space to deliver daylight and fresh air – void space which could otherwise be valuable built floor space. Currently, urban planning regulations in Christchurch prioritize density, allowing and even encouraging low performance compact buildings. Considering this issue of density, this thesis aimed to determine which urban form and building design changes would have the greatest effect on building performance in Central City Christchurch. The research proposed and parametrically tested modifications of the current compact urban form model, as well as passive building design elements. Proposed changes were assessed in three areas: energy consumption, indoor comfort and density. Three computer programs were used: EnergyPlus was the primary tool, simulating energy consumption and thermal comfort. Radiance/Daysim was used to provide robust daylighting calculations and analysis. UrbaWind enabled detailed consideration of the urban wind environment for reliable natural ventilation predictions. Results found that, through a porous urban form and utilization of daylight and fresh air via simple windows, energy consumption could be reduced as much as 50% in buildings. With automatic modulation of windows and lighting, thermal and visual comfort could be maintained naturally for the majority of the occupied year. Separation of buildings by as little as 2m enabled significant energy improvements while having only minimal impact on individual property and city densities. Findings indicated that with minor alterations to current urban planning laws, all buildings could have common access to daylight and fresh air, enabling them to operate naturally, increasing energy efficiency and resilience.
This thesis seeks to examine how the integration of play, small toys specifically, and the use of solution-focused brief therapy techniques can affect the outcomes for primary school aged children undergoing counselling. The setting is a counselling agency in Christchurch, New Zealand. A qualitative research approach is used and the data analysed using a narrative inquiry approach. The context of this study is the counselling service of an agency where young children, adolescents and their families are helped and supported through a variety of life issues. The counselling the participants are offered uses a combination of a solution-focused and play therapy where the purpose is to encourage clients to find exceptions to their presenting problems and identify their preferred future. The aim of this study is to help the children navigate their problem through a better understanding of and the gaining of personal skills and strengths. Participants were invited to be part of this study through the agency waiting list. The four included presented with a variety of reasons for coming to counselling yet these proved similar to that which the agency has been routinely presented with in the aftermath of the Canterbury earthquakes from 2011 to present day. Each participant had the consent of their parents or caregivers to engage in this project. The participants themselves separately agreed to engage in a solution- focused counselling process where the counsellor also integrated the use of small toys as part of the course. Counselling sessions were audiotaped, aspects photographed and analysed with a specific focus on client engagement. Four key themes emerged as the participants explored their personal narrative. Firstly, the “I’m OK” theme depicted in their first scaling activity, secondly a recognition that things could indeed be better and they needed help. Thirdly, a realisation of their own strengths and skills and finally that the future was an optimistic place to look forward to. These themes are described and explained through descriptions of the participant’s stories as well as self-reflection by the researcher. Transcriptions of sessions are included as are excerpts from the research journal and photographs of the use of the small toys by the children.
Aotearoa has undoubtedly some of the most beautiful landscapes in the world, a privilege for its inhabitants. However, as our cities have developed post-colonisation, the connection between the natural environment and its occupants has diminished. Designers play a vital role within an ever evolving world to progress the built environment in a way that reflects and restores vital values that have been deprioritised. Future practice should prioritise diversity, care for the land, enhancement of community space, and sustainable practices. This research sets out to demonstrate that new design methodologies can encourage kaitiakitanga, whilst meeting the needs of urban public space. Initially through critical analysis and literature based research, a study of Ōtautahi Christchurch, the South Island’s largest city, was undertaken. The principles of a ‘15 minute city’ were also explored and applied to the city, establishing issues within the built environment that drove the overall research direction. Through the tools of critical reflection and a research through design methodology, a design toolkit was constructed. This toolkit sets out to provide designers with a simple streamlined method of developing urban interventions that are sustainable and beneficial for human well-being. The toolkit incorporates an abstraction of the ‘15 minute city’ ideology and introduces the concepts of evolving green transportation routes within cities. Ōtautahi Christchurch, a city with a significant history of earthquake-caused damage, was chosen as the primary site for the application of this research’s proposed toolkit. The city becomes a canvas for an urban rebuild that explores and aims to set a precedent for a progressive 21st-century city. A key finding as the toolkit research developed was the idea of a ‘temporary’ phase or intervention, being added to traditional design methodologies prior to permanent building. The research explains how this temporary phase could more actively engage diverse user groups and create active conversations between communities and designers. The refined toolkit sets outs proposed timeline phases, methods of site analysis and development of design drivers. Alongside this, a modular architectural system establishes a design proposal for the temporary phase of an individual site within an evolving green route. This outcome provides further opportunity for realistic testing, which would actively involve communities and aims to shift our priorities within urban development. The introduction of the ‘temporary’ phase is beneficial in mitigating psychological implications on people and limiting physical impacts on the landscape. The final design stage of the thesis applied the toolkit process to three sites in Ōtautahi Christchurch. Through a holistic lens, the toolkit framework set out methods to collate information that provides guidance for development on the sites. While some layers are initiated simply by recognising site characteristics, others are informed through software such as GIS. Connected by a proposed green transport route, the three initial sites are developed with temporary interventions that utilise the modular design set out previously in the research. Contextualising the interventions on real world sites tested the flexibility of the system and allowed for critical reflection on the applicability of the toolkit to Aotearoa. The research concludes by identifying future research opportunities and speculates on possible applications of its findings within the real world. Temporary Permanence highlights the significant role that we, as designers, have in shifting urban priorities to create more holistic, sustainable, and inclusive cities for people and the planet.
Worldwide turbidity is a huge concern for the health of aquatic ecosystems. Human activities on the land such as construction, deforestation, agriculture, and mining all have impacts on the amount of particulate solids that enter the world’s waterways. These particulate solids can pose a number of risks to aquatic life, but primary among them is the turbidity that they create in the water column. The way suspended solids interact with light creates cloudiness in the water which interferes with the vision, and visually mediated behaviours of aquatic organisms, particularly fish. The Avon-Heathcote estuary of Christchurch, New Zealand, is one such body of water that is subject to tremendous variation in turbidity, no doubt exacerbated by the destruction of Christchurch in the 2010 and 2011 earthquakes, as well as the subsequent ongoing rebuild. The yellow eyed mullet, Aldrichetta Forsteri, is one species that is common with the estuary, and uses it as a habitat for breeding. Though very common throughout New Zealand, and even a part of the catch of commercial fisheries, the yellow eyed mullet is a largely unstudied organism, with virtually no published scientific enquiry based on the species. The present work assesses how several behaviours of the yellow eyed mullet are effected by acute turbidity at 10, 50, 90, 130 and 170 NTU, finding that: 1) The optomotor response of mullet to 2.5 mm stripes drops to insignificant levels between 10 and 50 NTU, 2) The swimming activity of the yellow eyed mullet is highest at 10 NTU and drops to a significantly lower level at higher turbidities, 3) The grouping behaviour of small groups of yellow eyed mullet are unchanged by increasing turbidity levels, 4) that yellow eyed mullet do not exhibit significantly different behavioural response to a simulated predator at any of the tested turbidities, and 5) that yellow eyed mullet to do significantly alter their oxygen consumption during exposure to the turbidities in an increasing series. The results presented in these studies indicate that turbidites above 50 NTU pose a significant risk to the lifestyle of the yellow eyed mullet, potentially impacting their ability to perceive their surroundings, feed, school, and avoid predation. Future work has a lot of ground to cover to more precisely determine the relationship between yellow eyed mullet behaviour and physiology, and the turbidity of their environment. In particular, future work should focus more closely on the turbidities between 10 and 50 NTU, as well as looking to field work to see what the predominant predators of the mullet are, and specifically whether turbidity increases or decreases the risk of mullet being subject to avian predation. There is also considerable scope for studies on the effects of chronic turbidity upon mullet, which will add understand to the predicament of escalating turbidity and its effects upon this common and yet mysterious native fish.
