Many large-scale earthquakes all over the world have highlighted the impact of soil liquefaction to the built environment, but the scale of liquefaction-induced damage experienced in Christchurch and surrounding areas following the 2010-2011 Canterbury earthquake sequence (CES) was unparalleled, especially in terms of impact to an urban area. The short time interval between the large earthquakes presented a very rare occasion to examine liquefaction mechanism in natural deposits. The re-liquefaction experienced by the city highlighted the high liquefaction susceptibility of soil deposits in Christchurch, and presented a very challenging problem not only to the local residents but to the geotechnical engineering profession. This paper summarises the lessons learned from CES, and the impacts of the observations made to the current practice of liquefaction assessment and mitigation.
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
