In 2013 Becca Wood, Spatial Performance Practitioner, and Molly Mullen, Applied Theatre Practitioner, collaborated to create a short ambulatory performance with audio score for a group of drama educators attending a conference workshop on the possibilities of walking as performance. The performance was created remotely from the intended site: Rangi Ruru Girls’ School, in Christchurch, New Zealand. Following the destruction of the 2012 earthquake, this site was in a state of transformation and recovery. The performance walk attended to the histories, geographies and politics of this place, somatically, architecturally and socially. This paper engages with three critical questions: How might mediated listening and walking activate the coming together of bodies and place? What performative shifts occurred for the participants in the walk and workshop? How might we come to our senses? Through a performative practice of mediated site-based listening and walking, this paper is a reflection on the creative process and performance. We consider the potential for technologically mediated performance to offer new modes for learning and creative practice through interdisciplinary and evolving intermedial practices. http://www.tandfonline.com/toc/crde20/current AM - Accepted Manuscript
Five years after the devastating series of earthquakes in Christchurch, New Zealand, the structural engineering community is now focussing on low damage design by either proactively reducing the possibility of significant damage to primary steel members (i.e. developing seismic resisting systems that will deliver a high damage threshold in severe earthquakes) or by improved detailing of the primary steel members for rapid replacement. This paper presents a development of Eccentrically Braced Frames (EBFs) with replaceable active links. It uses the bolted flange- and web splicing concept to connect the active link to the collector beam or column. Finite element analyses have been performed to investigate the behaviour and reliability of EBFs with this new type replaceable active link. The results show a stable hysteretic behaviour and more significantly easier replacement of the damaged active link in comparison with conventional EBFs.
In the aftermath of the 2010-2011 Canterbury earthquakes in New Zealand, the residual capacity and reparability of damaged reinforced concrete (RC) structures was an issue pertinent to building owners, insurers, and structural engineers. Three precast RC moment-resisting frame specimens were extracted during the demolition of the Clarendon Tower in Christchurch after sustaining earthquake damage. These specimens were subjected to quasi-static cyclic testing as part of a research program to determine the reparability of the building. It was concluded that the precast RC frames were able to be repaired and retrofitted to an enhanced strength capacity with no observed reduction in displacement capacity, although the frames with “shear-ductile” detailing exhibited less displacement ductility capacity and energy dissipation capacity than the more conventionally detailed RC frames. Furthermore, the cyclic test results from the earthquake-damaged RC frames were used to verify the predicted inelastic demands applied to the specimens during the 2010-2011 Canterbury earthquakes. https://www.concrete.org/publications/acistructuraljournal.aspx
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
