A video clip of two large-scale, temporary installations titled Upload (left) and Equilibrium (right). The installations were created by students from The University of Auckland, for CityUps - a 'city of the future for one night only', and the main event of FESTA 2014.
A video clip of two large-scale, temporary installations titled Aurora (front) and Synthesis (back, left). The installations were created by students from Unitec and CPIT, for CityUps - a 'city of the future for one night only', and the main event of FESTA 2014.
A video clip of two large-scale, temporary installations titled Aurora (front) and Synthesis (back, left). The installations were created by students from Unitec and CPIT, for CityUps - a 'city of the future for one night only', and the main event of FESTA 2014.
A video about the time capsule found in the foundations of the former Press Building in Cathedral Square. Heritage consultant Jenny May shows the contents of the time capsule, including several coins, newspaper articles, and messages. The capsule was left by the architects and the people working on the building, rather than the editors of The Press.
A video capturing an aftershock from the Canterbury earthquake on 22 February 2011, 1:04pm. After the 6.3 magnitude earthquake at 12:51pm, Ben Post set up his camera on a tripod and left it running. The movement of the water in the fish tank during the quake suggests that the shaking is up and down. The camera also shows this effect; due to the lightweight material of the tripod, the camera is shaken about more than the surroundings.
The Ballantynes' Department Store fire in November 1947 claimed 41 lives and left a lasting scar on Christchurch — the city’s biggest single disaster until the 2011 earthquake. The events of that spring day are explored in this short film which intersperses archive footage with a fictional account of workers and customers in the tailoring department as the dramas of everyday life are suddenly overwhelmed. It was directed by Aileen O’Sullivan, shot by Alun Bollinger and made with the NZ Drama School graduating class of 2002 (with music by Gareth Farr).
A video of Lianne Dalziel speaking to a public gathering about her reasons for standing for the mayoralty of Christchurch. Dalziel talks about starting her mayoralty where Share an Idea left off, making the Council a high performing team, and getting the community involved in the decisions about the future of the city. The video also includes footage of Dalziel taking a tour of the Christchurch central city. Dalziel visits the ChristChurch Cathedral, pointing out a sign which reads, "The earthquakes stopped us, but inept procedures are killing us". She also visits the new Westende Jewellers building, which she notes was the first rebuild in the Christchurch central city but will come down as part of CERA's Transport Plan. Dalziel is shown socialising with members of the public and watching the Christchurch Wizard bless New Regent Street.
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.