This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.
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
Unreinforced masonry (URM) cavity-wall construction is a form of masonry where two leaves of clay brick masonry are separated by a continuous air cavity and are interconnected using some form of tie system. A brief historical introduction is followed by details of a survey undertaken to determine the prevalence of URM cavity-wall buildings in New Zealand. Following the 2010/2011 Canterbury earthquakes it was observed that URM cavity-walls generally suffered irreparable damage due to a lack of effective wall restraint and deficient cavity-tie connections, combined with weak mortar strength. It was found that the original cavity-ties were typically corroded due to moisture ingress, resulting in decreased lateral loadbearing capacity of the cavity-walls. Using photographic data pertaining to Christchurch URM buildings that were obtained during post-earthquake reconnaissance, 252 cavity-walls were identified and utilised to study typical construction details and seismic performance. The majority (72%, 182) of the observed damage to URM cavity-wall construction was a result of out-of-plane type wall failures. Three types of out-of-plane wall failure were recognised: (1) overturning response, (2) one-way bending, and (3) two-way bending. In-plane damage was less widely observed (28%) and commonly included diagonal shear cracking through mortar bed joints or bricks. The collected data was used to develop an overview of the most commonly-encountered construction details and to identify typical deficiencies in earthquake response that can be addressed via the selection and implementation of appropriate mitigation interventions. http://www.journals.elsevier.com/structures
