During the 2010/2011 Canterbury earthquakes, Reinforced Concrete Frame with Masonry Infill (RCFMI) buildings were subjected to significant lateral loads. A survey conducted by Christchurch City Council (CCC) and the Canterbury Earthquake Recovery Authority (CERA) documented 10,777 damaged buildings, which included building characteristics (building address, the number of storeys, the year of construction, and building use) and post-earthquake damage observations (building safety information, observed damage, level of damage, and current state of the buildings). This data was merged into the Canterbury Earthquake Building Assessment (CEBA) database and was utilised to generate empirical fragility curves using the lognormal distribution method. The proposed fragility curves were expected to provide a reliable estimation of the mean vulnerability for commercial RCFMI buildings in the region. http://www.13thcms.com/wp-content/uploads/2017/05/Symposium-Info-and-Presentation-Schedule.pdf VoR - Version of Record
At 00:02 on 14th November 2016, a Mw 7.8 earthquake occurred in and offshore of the northeast of the South Island of New Zealand. Fault rupture, ground shaking, liquefaction, and co-seismic landslides caused severe damage to distributed infrastructure, and particularly transportation networks; large segments of the country’s main highway, State Highway 1 (SH1), and the Main North Line (MNL) railway line, were damaged between Picton and Christchurch. The damage caused direct local impacts, including isolation of communities, and wider regional impacts, including disruption of supply chains. Adaptive measures have ensured immediate continued regional transport of goods and people. Air and sea transport increased quickly, both for emergency response and to ensure routine transport of goods. Road diversions have also allowed critical connections to remain operable. This effective response to regional transport challenges allowed Civil Defence Emergency Management to quickly prioritise access to isolated settlements, all of which had road access 23 days after the earthquake. However, 100 days after the earthquake, critical segments of SH1 and the MNL remain closed and their ongoing repairs are a serious national strategic, as well as local, concern. This paper presents the impacts on South Island transport infrastructure, and subsequent management through the emergency response and early recovery phases, during the first 100 days following the initial earthquake, and highlights lessons for transportation system resilience.
At 00:02 on 14th November 2016, a Mw 7.8 earthquake occurred in and offshore of the northeast of the South Island of New Zealand. Fault rupture, ground shaking, liquefaction, and co-seismic landslides caused severe damage to distributed infrastructure, and particularly transportation networks; large segments of the country’s main highway, State Highway 1 (SH1), and the Main North Line (MNL) railway line, were damaged between Picton and Christchurch. The damage caused direct local impacts, including isolation of communities, and wider regional impacts, including disruption of supply chains. Adaptive measures have ensured immediate continued regional transport of goods and people. Air and sea transport increased quickly, both for emergency response and to ensure routine transport of goods. Road diversions have also allowed critical connections to remain operable. This effective response to regional transport challenges allowed Civil Defence Emergency Management to quickly prioritise access to isolated settlements, all of which had road access 23 days after the earthquake. However, 100 days after the earthquake, critical segments of SH1 and the MNL remain closed and their ongoing repairs are a serious national strategic, as well as local, concern. This paper presents the impacts on South Island transport infrastructure, and subsequent management through the emergency response and early recovery phases, during the first 100 days following the initial earthquake, and highlights lessons for transportation system resilience.
Voluntary turnover has been the subject of scholarly inquiry for more than 100 years and much is understood about the drivers of turnover, and the decision-making processes involved. To date most models of voluntary turnover have assumed a rational and sequential decision process, initiated primarily by dissatisfaction with the job and the perceived availability of alternatives. Operating within a strong predictive research agenda, countless studies have sought to validate, extend and refine these traditional models through the addition of distal antecedents, mediators, moderators, and proximal antecedents of turnover. The net result of this research is a large body of empirical support for a somewhat modest relationship between job dissatisfaction, perceived alternatives, turnover intentions, job search behaviour and actual turnover. Far less scholarly attention has been directed at understanding shock-induced turnover that is not necessarily derived from dissatisfaction. Moreover, almost no consideration has been given to understanding how a significant and commonly experienced extra-organisational shock, such as natural disaster, might impact turnover decision making. Additionally, the dynamic and cumulative impacts of multiple shocks on turnover decision making have to date not been examined by turnover researchers. In addressing these gaps this thesis presents a leaver-centric theory of employee turnover decision making that is grounded in the post-disaster context. Data for the study were collected from in-depth interviews with 31 leavers in four large organisations in Christchurch, New Zealand; an area that experienced a major natural disaster in the form of the Canterbury earthquake sequence. This context provided a unique setting in which to study turnover as the primary shock was followed by a series of smaller shocks, resulting in a period of sustained disruption to the pre-shock status quo. Grounded theory methods are used to develop a typology of leaving which describes four distinct patterns of turnover decision making that follow a significant extra-organisational shock. The proposed typology not only addresses the heterogeneous and complex nature of turnover decision making, but also provides a more nuanced explanation of the turnover process explicating how the choice of decision path followed is influenced by four contextual factors which emerged from the data: (1) pre-shock motivational state; (2) decision difficulty; (3) experienced shock magnitude; and (4) the availability of resources. The research findings address several shortcomings in the extant literature on employee turnover, and offer practical recommendations for managers seeking to retain employees in a post-disaster setting.
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.
