The Townsend Observatory is located in the Arts Centre of Christchurch, in what used to be Canterbury College (now University of Canterbury). The Townsend telescope itself is a historic 6-inch Cooke refractor built in 1864 for early Christchurch colonist, Mr James Townsend, and gifted by him to Christchurch College in 1891. At the same time, the Canterbury Astronomical Society handed over its funds to the College to help erect an observatory. The College used this, and money it had set aside for a medical school, to build a biological laboratory with an attached observatory tower, which was completed in 1896. The Biology Building and Observatory Tower was the last major design by architect Benjamin Mountfort. Mr Walter Kitson was appointed custodian of the telescope and regular public open nights commenced. and continued until 2010, with the telescope being operated by students of the Department of Physics and Astronomy, University of Canterbury. The Observatory Tower was badly damaged in the 4 September 2010 earthquake and collapsed in the 22 February 2011 earthquake. The telescope was badly damaged by the collapse, but, amazingly, the optics were found entirely intact. The Department of Physics and Astronomy plans to restore the Townsend Telescope so that it can be returned to a replica Observatory Tower in its central city home, enabling the people of Christchurch, and visitors, to enjoy views of the night sky through this beautiful and historic telescope once again.
It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.
When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.
This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.
This thesis is concerned with the effects of lateral confining reinforcement on the ductile behaviour of reinforced concrete columns. The contents of the chapters are summarized as follows. In Chapter one, the general problems in seismic design are discussed and earthquake design methods based on the ductile design approach are described. Japanese, New Zealand and United States design codes are compared. Finally, the scope of this research project is outlined. In Chapter two, after reviewing previous research on confined concrete, the factors which affect the effectiveness of lateral confinement are discussed. Especially the effects of the yield strength of transverse reinforcement, the compressive strength of plain concrete and the strain gradient in the column section due to bending are discussed based on tests which were conducted by the author et al at Kyoto University and Akashi Technological College, Japan. In the axial compression tests on spirally reinforced concrete cylinders (150 mm in diameter by 300 mm in height), the yield strength of transverse reinforcement and the compressive strength of plain concrete were varied from 161 MPa to 1352 MPa and from 17 MPa to 60 MPa, respectively, as experimental parameters. It is found that, when high strength spirals are used as confining reinforcement, the strength and ductility of the confined core concrete are remarkably enhanced but need to be estimated assuming several failure modes which could occur. These are based on the observations that concrete cylinders with high strength spirals suddenly failed at a concrete compressive strain of 2 to 3.5 % due to explosive crushing of the core concrete between the spiral bars or due to bearing failure of the core concrete immediately beneath the spiral bars, while the concrete cylinders with ordinary strength spirals failed in a gentle manner normally observed. In addition, eccentric loading tests were conducted on concrete columns with 200 mm square section confined by square spirals. It is found that the effectiveness of confining reinforcement is reduced by the presence of the strain gradient along the transverse section of column. In Chapter three, the effectiveness of transverse reinforcement with various types of anchorage details which simplify the fabrication of reinforcing cages are investigated. Eight reinforced concrete columns, with either 400 mm or 550 mm square cross sections, were tested subjected to axial compression loading and cyclic lateral loading which simulated a severe earthquake. The transverse reinforcement consisted of arrangements of square perimeter hoops with 135° end hooks, cross ties with 90° and 135° or 180° end hooks, and 'U' and 'J' shaped cross ties and perimeter hoops with tension splices. Conclusions are reached with regard to the effectiveness of the tested anchorage details in the plastic hinge regions of columns designed for earthquake resistance. In Chapter four, the effectiveness of interlocking spirals as transverse reinforcement is studied. Firstly, the general aspects and the related problems of interlocking spirals to provide adequate ductility in the potential plastic hinge region of columns are discussed, referring to the provisions in the New Zealand code,the CALTRANS (California Transportation Authority) code and other related codes. Secondly, based on those discussions, a design method to securely interlock the spirals is proposed. Thirdly, the effectiveness of interlocking spirals is assessed based on column tests conducted as part of this study. Three columns with interlocking spirals and, for comparison, one rectangular column with rectangular hoopsandcross ties, were tested under cyclic horizontal loading which simulated a severe earthquake. The sections of those columns were 400 mm by 600 mm. In Chapter five, analytical models to investigate the buckling behaviour of longitudinal reinforcement restrained by cross ties with 90° and 135° end hooks and by peripheral hoops are proposed. The analyzed results using the proposed models compare well with the experimental observations described in Chapter three. Using those proposed models, a method to check the effectiveness of cross ties with 90° and 135° end hooks is proposed for practical design purposes. In Chapter six, a theory for the prediction of the ultimate longitudinal compressive concrete strain at the stage of first hoop fracture referred to as the "Energy Balance Theory", which has been developed by Mander, Priestley and Park at University of Canterbury, is introduced. After discussing the problems in the "Energy Balance Theory", a modified theory for the prediction of the ultimate longitudinal compressive concrete strain at the stage of first hoop fracture is proposed. The predictions from the modified theory are found to compare well with previous experimental results.
