A video about the Environmental Health Officers testing environmental and occupational health issues in the Christchurch red zone after the 22 February 2011 earthquake.
A video of dance and physical theatre featuring Matt Grant and Elizabeth Guthrey, incorporating several central city locations. The voiceover is a poem written and read by Matt Grant.
Part 2 of a video contributed by Henry Allison, a participant in the Understanding Place research project. The video has the description "Henry Allison talks about the architecture that was lost in the central city".
A video of a presentation by Dr Sarah Beaven during the Social Recovery Stream of the 2016 People in Disasters Conference. The presentation is titled, "Leading and Coordinating Social Recovery: Lessons from a central recovery agency".The abstract for this presentation reads as follows: This presentation provides an overview of the Canterbury Earthquake Recovery Authority's Social Recovery Lessons and Legacy project. This project was commissioned in 2014 and completed in December 2015. It had three main aims: to capture Canterbury Earthquake Recovery Authority's role in social recovery after the Canterbury earthquakes, to identify lessons learned, and to disseminate these lessons to future recovery practitioners. The project scope spanned four Canterbury Earthquake Recovery Authority work programmes: The Residential Red Zone, the Social and Cultural Outcomes, the Housing Programme, and the Community Resilience Programme. Participants included both Canterbury Earthquake Recovery Authority employees, people from within a range of regional and national agencies, and community and public sector organisations who worked with Canterbury Earthquake Recovery Authority over time. The presentation will outline the origin and design of the project, and present some key findings.
A video of a presentation by Dr Phil Schroeder, Managing Director of Rolleston Central Health, during the second plenary of the 2016 People in Disasters Conference. The presentation is titled, "Canterbury Primary Care Response to Earthquakes in 2010/2011".
Part 1 of a video contributed by Henry Allison, a participant in the Understanding Place research project. The video has the description "Henry Allison talks about his experiences at the brewery on St Asaph Street during the earthquakes, and about the architecture that was lost in the central city".
A video montage of Canterbury Tales, a carnivalesque procession through the central city, led by Free Theatre Christchurch. The film depicts the construction and set up, through to the main public events. It also includes interviews with Peter Faulkenberg (Canterbury Tales and Free Theatre Christchurch Artistic Director) and George Parker (Canterbury Tales and Free Theatre Christchurch Producer).
A video of Ladi6 and All Right? staff member Ciaran Fox "getting out and about", being shown around the Chart BeatBox Studio by Deanne Simmonds, CHART/BeatBox manager. BeatBox is located on the corner of St Asaph St and Madras St, and it has provided a studio space in the CBD for musicians and other creatives. BeatBox has also received support from government agencies and community organisations for providing an essential central city project in transitional Christchurch. All Right? uploaded the video to YouTube on 21 April 2015 and posted a link to the video on their Facebook Timeline on 4 May 2015 at 7:00pm.
A video of a presentation by Garry Williams during the fourth plenary of the 2016 People in Disasters Conference. Williams is the Programme Manager of the Ministry of Education's Greater Christchurch Education Renewal Programme. The presentation is titled, "Education Renewal: A section response to the February 2011 Christchurch earthquake".The abstract for this presentation reads as follows: The Canterbury earthquakes caused a disaster recovery situation unparalleled in New Zealand's history. In addition to widespread damage to residential dwellings and destruction of Christchurch's central business district, the earthquakes damaged more than 200 schools from Hurunui in the north, to the Mackenzie District in the east, and Timaru in the south. The impact on education provision was substantial, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent operational issues caused by the ensuing migration of people. Following the February earthquake, over 12,000 students had left the school they had been attending and enrolled elsewhere - often at a school outside the region. Shortened school days and compression of teaching into short periods meant shift-sharing students engaged in the curriculum being delivered in more diverse ways. School principals and staff reported increased fatigue and stress and changes in student behaviours, often related to repeated exposure to and ongoing reminders of the trauma of the earthquakes. While there has been a shift from direct, trauma-related presentations to the indirect effects of psychological adversity and daily life stresses, international experiences tells us that psychological recovery generally lags behind the immediate physical recovery and rebuilding. The Ministries of Health and Education and the Canterbury District Health Board have developed and implemented a joint action plan to address specifically the emerging mental health issues for youth in Canterbury. However, the impact of vulnerable and stressed adults on children's behaviour contributes to the overall impact of ongoing wellbeing issues on the educational outcomes for the community. There is substantial evidence supporting the need to focus on adults' resilience so they can support children and youth. Much of the Ministry's work around supporting children under stress is through supporting the adults responsible for teaching them and leading their schools. The education renewal programme exists to assist education communities to rebuild and look toward renewal. The response to the earthquakes provides a significant opportunity to better meet the needs and aspirations of children and youth people. All the parents want to see their children eager to learn, achieving success, and gaining knowledge and skills that will, in time, enable them to become confident, adaptable, economically independent adults. But this is not always the case, hence our approach to education renewal seeks to address inequities and improve outcome, while prioritising actions that will have a positive impact on learners in greatest need of assistance.