Triple P parenting programmes have provided promising results for children and families in recent years. The aim of the current project was to explore the experiences of families leading up to participating in a Teen Triple P programme three years following the Christchurch earthquakes and their need for assistance in the management of their teenagers. Parents were interviewed prior to the commencement of the Teen Triple P programme and after its completion. Parents were also asked to complete a journal entry or engage in two brief telephone conversations with the researcher outlining their experiences with the Teen Triple P programme. These outlined the perceived fit of the programme to the needs of the family. Parents provided insight into their family’s experiences of the Christchurch 2010 and 2011 series of earthquakes and the perceived impact this had on their lives and the management of their teenagers. The results indicated that parents felt more positively about their parenting behaviours post-programme and were able to identify changes in their teen and/or family that they felt were as a response to participation in Teen Triple P. Parents provided rich descriptions of their earthquake experiences and the immediate and long-term impacts they endured both individually and as a family. Parents did not feel that the earthquakes fed into their decision to do a Teen Triple P Programme. The results helped improve our understanding of the effectiveness of Teen Triple P as a parenting programme as well increased our understanding of the challenges and needs of families in post-earthquake Christchurch.
This report to RCP Ltd and University of Canterbury summarises the findings of a 5 month secondment to the CERA Port Hills Land Clearance Team. Improvement strategies were initiated and observed. The Port Hills Land Clearance Programme is the undertaking of the demolition of all built structures from the Crown’s compulsory acquired 714 residential red zoned properties. These properties are zoned red due to an elevated life risk as a result of geotechnical land uncertainty following the 2011 Canterbury Earthquakes.
This report discusses the experiences gained and lessons learned during a project management internship in post-earthquake Christchurch as part of the construction industry and rebuild effort.
The timeliness and quality of recovery activities are impacted by the organisation and human resourcing of the physical works. This research addresses the suitability of different resourcing strategies on post-disaster demolition and debris management programmes. This qualitative analysis primarily draws on five international case studies including 2010 Canterbury earthquake, 2009 L’Aquila earthquake, 2009 Samoan Tsunami, 2009 Victorian Bushfires and 2005 Hurricane Katrina. The implementation strategies are divided into two categories: collectively and individually facilitated works. The impacts of the implementation strategies chosen are assessed for all disaster waste management activities including demolition, waste collection, transportation, treatment and waste disposal. The impacts assessed include: timeliness, completeness of projects; and environmental, economic and social impacts. Generally, the case studies demonstrate that detritus waste removal and debris from major repair work is managed at an individual property level. Debris collection, demolition and disposal are generally and most effectively carried out as a collective activity. However, implementation strategies are affected by contextual factors (such as funding and legal constraints) and the nature of the disaster waste (degree of hazardous waste, geographical spread of waste etc.) and need to be designed accordingly. Community involvement in recovery activities such as demolition and debris removal is shown to contribute positively to psychosocial recovery.
A wide range of reinforced concrete (RC) wall performance was observed following the 2010/2011 Canterbury earthquakes, with most walls performing as expected, but some exhibiting undesirable and unexpected damage and failure characteristics. A comprehensive research programme, funded by the Building Performance Branch of the New Zealand Ministry of Business, Innovation and Employment, and involving both numerical and experimental studies, was developed to investigate the unexpected damage observed in the earthquakes and provide recommendations for the design and assessment procedures for RC walls. In particular, the studies focused on the performance of lightly reinforced walls; precast walls and connections; ductile walls; walls subjected to bi-directional loading; and walls prone to out-of-plane instability. This paper summarises each research programme and provides practical recommendations for the design and assessment of RC walls based on key findings, including recommended changes to NZS 3101 and the NZ Seismic Assessment Guidelines.
Programme interventions for people who have experienced natural disasters are limited. To investigate whether Group Teen Positive Parenting (GTPPP) programme promoted family functioning in the aftermath of disaster, 14 parents and nine adolescents, self-reported measures of family functioning and adjustment prior to and after the intervention. It was found that GTPPP enhanced parenting competence, parental wellbeing, decreased conflict between parents and their adolescents. These findings suggest that GTPPP may provide a practical way of supporting families after a natural disaster.
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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.
The self-regulation approach to educating parents focusses on promoting parenting confidence, independence, and the ability to solve future problems. As parents learn the skills to modify their own behaviour, in turn, they aim to foster self-regulation in their children/adolescents. A need had been identified by Christchurch school principals for the Ministry of Education to respond to the post-earthquake stress in local families. The aim of this study was to investigate if a parenting programme was effective in promoting parental self-management skills and adolescent behaviour change in Christchurch families affected by earthquakes between 2010 and 2012. A single case research design was used to follow five families with adolescents (12-16 years old) as they participated in a Group Teen Triple P – Positive Parenting Programme. Measures of self-management skill acquisition were taken during three family discussions (pre-intervention, mid-intervention, and post-intervention) and during the three telephone consultations (Sessions 5-7). Adolescent target behaviour tallies were also analysed for change. The main findings showed that parental self-management skill acquisition increased over-time accompanied by positive change in adolescent behaviour. Additionally, the results suggested that higher rates and levels of self-management skill acquisition in the parents were associated with greater improvements in adolescent behaviour. This study demonstrated that Group Teen Triple P – Positive Parenting Programme was effective in promoting self-management competencies in parents and behaviour change in adolescents.
The Canterbury earthquakes of 2010 and 2011 caused significant damage and disruption to the city of Christchurch, New Zealand. A Royal Commission was established to report on the causes of building failure as a result of the earthquakes as well as look at the legal and best-practice requirements for buildings in New Zealand Central Business Districts. The Royal Commission made 189 recommendations on a variety of matters including managing damaged buildings after an earthquake, the adequacy of building codes and standards, and the processes of seismic assessments of existing buildings to determine their earthquake vulnerability. In response the Ministry of Business, Innovation and Employment, the agency responsible for administering building regulation in New Zealand, established a work programme to assist with the Canterbury rebuild and to implement the lessons learned throughout New Zealand. The five primary work streams in the programme are: • Facilitating the Canterbury Rebuild • Structural Performance and Design Standards • Geotechnical and structural guidance • Existing Building Resilience • Post Disaster Building Management This paper provides more detail on each of the work streams. There has been significant collaboration between the New Zealand Government and the research community, technical societies, and engineering consultants, both within New Zealand and internationally, to deliver the programme and improve the resilience of the New Zealand built environment. This has presented major challenges for an extremely busy industry in the aftermath of the Canterbury earthquakes. The paper identifies the items of work that have been completed and the work that is still in progress at the time of writing.
Disaster recovery is significantly affected by funding availability. The timeliness and quality of recovery activities are not only impacted by the extent of the funding but also the mechanisms with which funding is prioritised, allocated and delivered. This research addresses the impact of funding mechanisms on the effectiveness and efficiency of post-disaster demolition and debris management programmes. A qualitative assessment of the impacts on recovery of different funding sources and mechanisms was carried out, using the 2010 Canterbury Earthquake as well as other recent international events as case studies. The impacts assessed include: timeliness, completeness, environmental, economic and social impacts. Of the case studies investigated, the Canterbury Earthquake was the only disaster response to rely solely on a privatised approach to insurance for debris management. Due to the low level of resident displacement and low level of hazard in the waste, this was a satisfactory approach, though not ideal. This approach has led to greater organisational complexity and delays. For many other events, the potential community wide impacts caused by the prolonged presence of disaster debris means that publicly funded and centrally facilitated programmes appear to be the most common and effective method of managing disaster waste.
This thesis presents the findings from an experimental programme to determine the performance and behaviour of an integrated building incorporating low damage structural and non-structural systems. The systems investigated included post-tensioned rocking concrete frames, articulated floor solutions, low damage claddings and low damage partition systems. As part of a more general aim to increase the resilience of society against earthquake hazards, more emphasis has been given to damage-control design approaches in research. Multiple low-damage earthquake resistant structural and non-structural systems have emerged that are able to withstand high levels of drift or deflections will little or negligible residual. Dry jointed connections, articulated floor solutions, low damage cladding systems and low damage drywall partitions have all been developed separately and successfully tested. In spite of the extensive research effort and the adoption in practice of the low damage systems, work was required to integrate the systems within one building and verify the constructibility, behaviour and performance of the integrated systems. The objectives of this research were to perform dynamic experimental testing of a building which incorporated the low damage systems and acquire data which could be used to dynamically validate numerical models for each of the systems. A three phase experimental programme was devised and performed to dynamically test a half-scale two storey reinforced concrete building on the University of Canterbury shaking table. The three phases of the programme investigated: The structural system only. The rocking connections were tested as Post-Tensioned only connections and Hybrid connections (including dissipators). Two different articulated floor connections were also investigated. Non-structural systems. The Hybrid building was tested with each non-structural system separately; including low damage claddings, low damage partitions and traditional partitions. The Complete building was tested with Hybrid connections, low damage claddings and low damage partitions all integrated within the test specimen. The building was designed based on a full scale prototype building following the direct displacement based design to reach a peak inter-storey drift of 1.6% in a 1/500 year ground motion for a Wellington site. For each test set up, the test specimen was subjected to a ground motion sequence of 39 single direction ground motions. Through the sequence, both the local and global behaviours of the building and integrated systems were recorded in real time. The test specimen was subjected to over 400 ground motions throughout the testing programme. It sustained no significant damage that required reparations other than crumbling of the grout pads. The average peak inter-storey drifts of the buildings were lower than the design value of 1.6%. The low damage non-structural elements were undamaged in the ground motion sequence. The data acquired from each of the phases was used to successfully validate numerical models for each of the low damage systems included in the research.
Recycling is often employed as part of a disaster waste management system. However, the feasibility, method and effectiveness of recycling varies between disaster events. This qualitative study is based on literature reviews, expert interviews and active participatory research of five international disaster events in developed countries (2009 Victorian Bushfires, Australia; 2009 L’Aquila earthquake, Italy; 2005 Hurricane Katrina, United States; 2010 and 2011 Canterbury earthquakes, New Zealand; 2011 Great East Japan earthquake) to answer three questions: What are the main factors that affect the feasibility of recycling post-disaster? When is on-site or off-site separation more effective? What management approaches improve recycling effectiveness? Seven disaster-specific factors need to be assessed to determine the feasibility of disaster waste recycling programmes: volume of waste; degree of mixing of waste; human and environmental health hazards; areal extent of the waste; community priorities; funding mechanisms; and existing and disaster-specific regulations. The appropriateness of on or off-site waste separation depends on four factors: time constraints; resource availability; degree of mixing of waste and human and public health hazards. Successful recycling programmes require good management including clear and well enforced policies (through good contracts or regulations) and pre-event planning. Further research into post-disaster recycling markets, funding mechanisms and recycling in developing countries is recommended.
The University of Canterbury CEISMIC Canterbury Earthquake Digital Archive draws on the example of the Centre for History and New Media’s (CHNM) September 11 Archive, which was used to collect digital artefacts after the bombing of the World Trade Centre buildings in 2001, but has gone significantly further than this project in its development as a federated digital archive. The new University of Canterbury Digital Humanities Programme – initiated to build the archive – has gathered together a Consortium of major national organizations to contribute content to a federated archive based on principles of openness and collaboration derived directly from the international digital humanities community.
The Resilient Organisations Research Programme and the University of Canterbury are undertaking a longitudinal study to examine the resilience and recovery of organisations within the Canterbury region following the 4 September Canterbury earthquake. The preliminary data suggest the physical, economic and social effects of the earthquake were varied across industry sectors within Canterbury. These preliminary results catalogue organisations’ perceptions of the: - disruptions to their ability to do business - challenges faced in the aftermath of the earthquake - factors that have helped mitigate the effects of the earthquake - revenue changes and projections for the duration of this change - financing options for recovery
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.
Very little research exists on total house seismic performance. This testing programme provides stiffness and response data for five houses of varying ages including contributions of non-structural elements. These light timber framed houses in Christchurch, New Zealand had minor earthquake damage from the 2011 earthquakes and were lateral load tested on site to determine their strength and stiffness, and preliminary damage thresholds. Dynamic characteristics were also investigated. Various loading schemes were utilised including quasi-static loading above the foundation, unidirectional loading through the floor diaphragm, cyclic quasi-static loading and snapback tests. Dynamic analysis on two houses provided the seismic safety levels of post-quake houses with respect to local hazard levels. Compared with New Zealand Building Standards all the tested houses had an excess of strength, damage is a significant consideration in earthquake resilience and was observed in all of the houses. A full size house laboratory test is proposed.
Shaking table testing of a full-scale three storey resilient and reparable complete composite steel framed building system is being conducted. The building incorporates a number of interchangeable seismic resisting systems of New Zealand and Chinese origin. The building has a steel frame and cold formed steel-concrete composite deck. Energy is dissipated by means of friction connections. These connections are arranged in a number of structural configurations. Typical building nonskeletal elements (NSEs) are also included. Testing is performed on the Jiading Campus shaking table at Tongji University, Shanghai, China. This RObust BUilding SysTem (ROBUST) project is a collaborative China-New Zealand project sponsored by the International Joint Research Laboratory of Earthquake Engineering (ILEE), Tongji University, and a number of agencies and universities within New Zealand including BRANZ, Comflor, Earthquake Commission, HERA, QuakeCoRE, QuakeCentre, University of Auckland, and the University of Canterbury. This paper provides a general overview of the project describing a number of issues encountered in the planning of this programme including issues related to international collaboration, the test plan, and technical issues.
With the occurrence of natural disasters on the increase, major cities around the world face the potential of complete loss of infrastructure due to design guidelines that do not consider resilience in the design. With the February 22nd, 2011 earthquake in Christchurch, being the largest insured event, lessons learnt from the rebuild will be vital for the preparation of future disasters. Therefore the objective of this research is to understand the financial implications of the changes to the waste water design guidelines used throughout the five year rebuild programme of works. The research includes a study of the SCIRT alliance model selected for the delivery that is flexible enough to handle changes in the design with minimal impact on the direct cost of the rebuild works. The study further includes the analysis and compares the impact of the three different guidelines on maintenance and replacement cost over the waste water pipe asset life. The research concludes that with the varying ground conditions in Christchurch and also the wide variety of materials in use in the waste water network up to the start of the CES, the rebuild was not a ‘one size fits all’ approach.
The Bachelor of Youth and Community Leadership (BYCL) was launched by the University of Canterbury (UC) in 2020. The genesis of this new degree was a Stage One service-learning course that, in turn, arose from the innovative and active response of many of the university’s students in the aftermath of the Christchurch earthquakes in 2010 and 2011. That innovative action saw the formation of the Student Volunteer Army as well as the adoption of a new set of Graduate Attributes for every undergraduate at the university. The idea of a specialist undergraduate degree that captured this unique chain of events began to take form from 2016. The resulting degree was developed as a flexible, transdisciplinary programme for young (and not so young) leaders wanting an academic grounding for their passions in community leadership and social action. In 2020, the inaugural intake of students commenced their studies. In this reflection, we discuss our experience of teaching within the BYCL for the first time, using a collaborative approach to teaching that we based on what we understand, individually and collectively, to draw on principles of democratic pedagogy.
Shaking table testing of a full-scale three storey resilient and reparable complete composite steel framed building system is being conducted. The building incorporates a number of interchangeable seismic resisting systems of New Zealand and Chinese origin. The building has a steel frame and cold formed steel-concrete composite deck. Energy is dissipated by means of friction connections. These connections are arranged in a number of structural configurations. Typical building non-skeletal elements (NSEs) are also included. Testing is performed on the Jiading Campus shaking table at Tongji University, Shanghai, China. This RObust BUilding SysTem (ROBUST) project is a collaborative China-New Zealand project sponsored by the International Joint Research Laboratory of Earthquake Engineering (ILEE), Tongji University, and a number of agencies and universities within New Zealand including the BRANZ, Comflor, Earthquake Commission, HERA, QuakeCoRE, QuakeCentre, University of Auckland, and the University of Canterbury. This paper provides a general overview of the project describing a number of issues encountered in the planning of this programme including issues related to international collaboration, the test plan, and technical issues.
Structural members made of laminated veneer lumber (LVL) in combination with unbonded post-tensioning have recently been proposed, which makes it possible to design moment-resisting frames with longer spans for multi-storey timber buildings. It has been shown that prefabricated and prestressed timber structures can be designed to have excellent seismic resistance, with enhanced re-centring and energy dissipation characteristics. The post-tensioning provides re-centring capacity while energy is dissipated through yielding of mild steel dissipating devices. This paper summarizes an experimental investigation into the seismic response of LVL columns to bi-directional seismic loading, performed as part of a research programme on timber structures at the University of Canterbury. The experimental investigation includes testing under both quasi-static cyclic and pseudo-dynamic protocols. The results show excellent seismic performance, characterized by negligible damage of the structural members and small residual deformations, even under the combined effect of loading in two directions. Energy is dissipated mostly through yielding of external dissipators connecting the column and the foundation, which can be easily removed and replaced after an earthquake. Since post-tensioning can be economically performed on site, the system can be easily implemented in multi-storey timber buildings
This article examines the representation of Christchurch, New Zealand, student radio station RDU in the exhibition Alternative Radio at the Canterbury Museum in 2016. With the intention of ‘making visible what is invisible’ about radio broadcasting, the exhibition articulated RDU as a point of interconnection between the technical elements of broadcasting, the social and musical culture of station staff and volunteers, and the broader local and national music scenes. This paper is grounded in observations of the exhibitions and associated public programmes, and interviews with the key participants in the exhibition including the museum's exhibition designer and staff from RDU, who acted as independent practitioners in collaboration with the museum. Alternative Radio also addressed the aftermath of the major earthquake of 22 February 2011, when RDU moved into a customised horse truck after losing its broadcast studio. The exhibition came about because of the cultural resonance of the post-quake story, but also emphasised the long history of the station before that event, and located this small student radio station in the broader heritage discourse of the Canterbury museum, activating the historical, cultural, and personal memories of the station's participants and audiences.
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.
As part of the ‘Project Masonry’ Recovery Project funded by the New Zealand Natural Hazards Research Platform, commencing in March 2011, an international team of researchers was deployed to document and interpret the observed earthquake damage to masonry buildings and to churches as a result of the 22nd February 2011 Christchurch earthquake. The study focused on investigating commonly encountered failure patterns and collapse mechanisms. A brief summary of activities undertaken is presented, detailing the observations that were made on the performance of and the deficiencies that contributed to the damage to approximately 650 inspected unreinforced clay brick masonry (URM) buildings, to 90 unreinforced stone masonry buildings, to 342 reinforced concrete masonry (RCM) buildings, to 112 churches in the Canterbury region, and to just under 1100 residential dwellings having external masonry veneer cladding. Also, details are provided of retrofit techniques that were implemented within relevant Christchurch URM buildings prior to the 22nd February earthquake. In addition to presenting a summary of Project Masonry, the broader research activity at the University of Auckland pertaining to the seismic assessment and improvement of unreinforced masonry buildings is outlined. The purpose of this outline is to provide an overview and bibliography of published literature and to communicate on-going research activity that has not yet been reported in a complete form. http://sesoc.org.nz/conference/programme.pdf
Unreinforced masonry (URM) is a construction type that was commonly adopted in New Zealand between the 1880s and 1930s. URM construction is evidently vulnerable to high magnitude earthquakes, with the most recent New Zealand example being the 22 February 2011 Mw6.3 Christchurch earthquake. This earthquake caused significant damage to a majority of URM buildings in the Canterbury area and resulted in 185 fatalities. Many URM buildings still exist in various parts of New Zealand today, and due to their likely poor seismic performance, earthquake assessment and retrofit of the remaining URM building stock is necessary as these buildings have significant architectural heritage and occupy a significant proportion of the nation’s building stock. A collaborative research programme between the University of Auckland and Reid Construction Systems was conducted to investigate an economical yet effective solution for retrofitting New Zealand’s existing URM building stock. This solution adopts the shotcrete technique using an Engineered Cementitious Composite (ECC), which is a polyvinyl alcohol fibre reinforced mortar that exhibits strain hardening characteristics. Collaborations have been formed with a number of consulting structural engineers throughout New Zealand to develop innovative and cost effective retrofit solutions for a number of buildings. Two such case studies are presented in this paper. http://www.concrete2013.com.au/technical-program/
The magnitude Mw 6.2 earthquake of February 22nd 2011 that struck beneath the city of Christchurch, New Zealand, caused widespread damage and was particularly destructive to the Central Business District (CBD). The shaking caused major damage, including collapses of structures, and initiated ground failure in the form of soil liquefaction and consequent effects such as sand boils, surface flooding, large differential settlements of buildings and lateral spreading of ground towards rivers were observed. A research project underway at the University of Canterbury to characterise the engineering behaviour of the soils in the region was influenced by this event to focus on the performance of the highly variable ground conditions in the CBD. This paper outlines the methodology of this research to characterise the key soil horizons that underlie the CBD that influenced the performance of important structures during the recent earthquakes, and will influence the performance of the rebuilt city centre under future events. The methodology follows post-earthquake reconnaissance in the central city, a desk study on ground conditions, site selection, mobilisation of a post-earthquake ground investigation incorporating the cone penetration test (CPT), borehole drilling, shear wave velocity profiling and Gel-push sampling followed by a programme of laboratory testing including monotonic and cyclic testing of the soils obtained in the investigation. The research is timely and aims to inform the impending rebuild, with appropriate information on the soils response to dynamic loading, and the influence this has on the performance of structures with various foundation forms.
This chapter will draw on recent literature and practice experience to discuss the nature of field education in Aotearoa New Zealand. Social work education in this country is provided by academic institutions that are approved by the Social Workers Registration Board. The field education curriculum is therefore shaped by both the regulatory body and the tertiary institutions. Significant numbers of students undertake field education annually which places pressure on industry and raises concerns as to the quality of student experience. Although the importance of field education is undisputed it remains poised in a liminal space between the tertiary education and social service sectors where it is not sufficiently resourced by either. This affects the provision of practice placements as well as the establishment of long-term cross-sector partnerships. Significant events such as the 2010 and 2011 Christchurch earthquakes and recent terrorist attacks have exposed students to different field education experiences signalling the need for programmes to be responsive. Examples of creative learning opportunities in diverse environments, including in indigenous contexts, will be described. Drawing upon recent research, we comment on student and field educator experiences of supervision in the field. Recommendations to further develop social work field education in Aotearoa New Zealand relate to resourcing, infrastructure and quality, support for field educators, and assessment.
This paper describes part of an extensive experimental programme in progress at the University of Canterbury to develop Laminated Veneer Lumber (LVL) structural systems and connections for multistorey timber buildings in earthquake-prone areas. The higher mechanical properties of LVL, when compared to sawn timber, in addition to its low mass, flexibility of design and rapidity of construction, create the potential for increased use of LVL in multi-storey buildings. The development of these innovative ductile connections in LVL, proposed here for frame systems, have been based on the successful implementation of jointed ductile connections for precast concrete systems, started in the early 1990s with the PRESSS Program at the University of California, San Diego, further developed in Italy and currently under further refinement at the University of Canterbury. This paper investigates the seismic behaviour of the so-called “hybrid” connection, characterised by the combination of unbonded post-tensioned tendons and either external or internal energy dissipaters passing through the critical contact surface between the structural elements. Experimental results on hybrid exterior beam-to-column and column-to-foundation subassemblies under cyclic quasi-static unidirectional loading are presented. The proposed innovative solutions exhibit a very satisfactory seismic performance characterised by an appreciable energy dissipation capacity (provided by the dissipaters) combined with self-centring properties (provided by the unbonded tendons) and negligible damage of the LVL structural elements.
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
