There is an increasing recognition that the seismic performance of buildings will be affected by the behaviour of both structural and non-structural elements. In light of this, work has been progressing at the University of Canterbury to develop guidelines for the seismic assessment of commercial glazing systems. This paper reviews the seismic assessment guidelines prescribed in Section C10 of the MBIE building assessment guidelines. Subsequently, the C10 approach is used to assess the drift capacity of a number of glazing units recently tested at the University of Canterbury. Comparing the predicted and observed drift capacities, it would appear that the C10 guidelines may lead to nonconservative estimates of drift capacity. Furthermore, the experimental results indicate that watertightness may be lost at very low drift demands, suggesting that guidance for the assessment of serviceability performance would also be beneficial. As such, it is proposed that improved guidance be provided to assist engineers in considering the possible impact that glazing could have on the structural response of a building in a large earthquake.
Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.
