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Articles, UC QuakeStudies

A PDF copy of the front and back of a pack of Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Images, UC QuakeStudies

Two images of a house, taken before and after the earthquakes. In the after photograph the chimneys are gone, a column supporting the car port has partly collapsed, windows are broken, and the previously neat lawn and driveway are overgrown. The photographer comments, "This was a house that I was selling up to the September 2010 earthquake in Christchurch. It was on Avonside Drive, which was an area that has been badly hit in every earthquake that has hit the area. In the September quake parts of the house moved in different directions and one of the upstairs doors had to be smashed open to release one of the sons from his bedroom. This occurred in the dark with numerous aftershocks shaking the house. Liquefaction poured up through the floor and flowed down the drive. Everyone got out OK, but soon after the house was red stickered meaning it was dangerous to enter. The house was looted many times even though there was constant police patrols. When the most violent earthquake occurred on 22 February 2012 both the tall heavy chimneys came crashing through into the living areas. Subsequent earthquakes and aftershocks have caused one of the brick fence pillars to fall and the front garage pillar to break up and twist. The family's troubles did not end there. They moved into the home of one of their parents and this mansion of a home was so badly affected by the February earthquake that no one could enter to collect any of their or their parents' belongings. They now own a new home, which they are fond of except when the ground shakes yet again. There has been to date 10,712 earthquakes and aftershocks since 4 September 2010".

Videos, UC QuakeStudies

A video of Ladi6 and All Right? staff member Ciaran Fox "getting out and about in Christchurch", talking to Anni Watkin and Shaun Asi from Youth and Cultural Development (YCD). Watkin and Asi talk about their work with YCD and youth both before and after the earthquakes. YCD are an independent organisation providing opportunities to young people and support to those who are at risk of getting caught in a cycle of offending. YCD was set up by Ladi's parents in 1992. All Right? uploaded the video to YouTube on 21 April 2015 and posted a link to the video on their Facebook Timeline on 11 May 2015 at 7:00pm.

Images, UC QuakeStudies

A protest sign painted on a fence shows a bulldozer labelled "Govt." driven by a woman (presumably representing Education Minister Hekia Parata) running over a sheep labelled "Chch schools", next to the words "Every time you close a school you have to build a jail - Mark Twain." The photographer comments, "Due to the earthquakes in Christchurch and parents leaving the area to give their children a quieter and more education friendly life a lot of the local schools especially in the East of Christchurch are to be closed or amalgamated. This was a decision by the government without consultation with any other authorities. Mark Twain actually said 'Every time you stop a school, you will have to build a jail'".

Videos, UC QuakeStudies

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.