Sorensens Place, Christchurch: report on Archaeological Monitoring
Articles, UC QuakeStudies
A report which details the archaeological investigations carried out during the course of SCIRT project 11232, wastewater renewal work in Sorensens Place.
A report which details the archaeological investigations carried out during the course of SCIRT project 11232, wastewater renewal work in Sorensens Place.
A report which details the archaeological investigations carried out during the course of SCIRT project 10952, wastewater renewal work on Tuam Street.
A report which details the archaeological investigations carried out during the course of SCIRT project 11185, water main renewal work on Manchester Street.
A video of Principal Toni Simpson telling the students and teachers of Phillipstown School about the plan to merge their school with Woolston School. Phillipstown is one of twelve schools which is set to merge in the Education Renewal Recovery Programme. The programme was created by the Minister of Education in the wake of the 2010 and 2011 Canterbury earthquakes.
A report which details the archaeological investigations carried out during the course of SCIRT projects 11115 and 11159, wastewater renewal work and storm water repair work on Ferry Road.
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.
A photograph of SPCA Field Officer Vanessa Hampton releasing a pigeon at SPCA Canterbury as a symbol of love, hope and renewal. The pigeon was named Barney Rubble due to the fact that it was found amongst the rubble and debris of the ChristChurch Cathedral.
A video of an address by Blair Chapell, CPIT graduand, at the 2015 Seismics and the City forum. Mr. Chapell shares his aspirations for a renewed Christchurch and his goals for contributing to this.
A video of an address by Megan Veitch, University of Canterbury student, at the 2015 Seismics and the City forum. Ms. Veitch shares her aspirations for a renewed Christchurch and her goals for contributing to this.
A video of an address by Tom Beaumont, Founder and CEO of Clean Streams, at the 2015 Seismics and the City forum. Mr. Beaumont shares his aspirations for a renewed Christchurch and his goals for contributing to this.
A photograph of a veterinarian and SPCA Field Officer preparing a pigeon before the two minutes of silence held in respect for those who lost their lives in the 22 February 2011 earthquake. The pigeon was to be released as a symbol of love, hope and renewal after the two minutes of silence. It was found amongst the rubble and debris of the ChristChurch Cathedral and named Barney Rubble.