This paper reports on a service-learning public journalism project in which postgraduate journalism students explore ways to engage with and report on diverse communities. Media scholars have argued that news media, and local newspapers in particular, must re-engage with their communities. Likewise, journalism studies scholars have urged educators to give journalism students greater opportunities to reflect on their work by getting out among journalism’s critics, often consumers or citizens concerned about content and the preparation of future journalists. The challenge for journalism educators is to prepare students for working in partnership with communities while also developing their ability to operate reflectively and critically within the expectations of the news media industry and wider society. The aim of this project has been to help students find ways to both listen and lead in a community, and also reflect on the challenges and critiques of community journalism practices. The project began in 2013 with stories about residents’ recovery following the devastating 2011 Canterbury earthquakes, and aimed to create stories that could contribute to community connection and engagement, and thereby resilience and recovery. The idea was inspired by research about post-disaster renewal that indicated that communities with strong social capital and social networks were more resilient and recovered more quickly and strongly. The project’s longer-term aim has been to explore community journalism practices that give greater power to citizens and communities by prioritising listening and processes of engagement. Over several months, students network with a community group to identify subjects with whom they will co-create a story, and then complete a story on which they must seek the feedback of their subject. Community leaders have described the project as a key example of how to do things “with people not to people”, and an outstanding contribution to the community-led component of Canterbury’s recovery. Analysis of student reflections, which are a key part of each year’s project, reveals the process of engaging with communities has helped students to map community dynamics, think more critically about source relationships, editorial choices and objectivity norms, and to develop a perspective on the diverse ways they can go about their journalism in the future. Each year, students partner with different groups and organisations, addressing different themes each time the project runs. For 2016, the programme proposes to develop the project in a new way, by not just exploring a community’s stories but also exploring its media needs and it aims to work with Christchurch’s new migrant Filipino community to develop the groundwork for a community media and/or communication platform, which Filipino community leaders say is a pressing need. For this iteration, journalism students will be set further research tasks aimed at deepening their ‘public listening’: they will conduct a survey of community members’ media use and needs as well as qualitative research interviews. It is hoped that the data collected will strengthen students’ understanding of their own journalism practice, as well as form the basis for work on developing media tools for minority groups who are generally poorly represented in mainstream media. In 2015, the journalism programme surveyed its community partners and held follow-up interviews with 13 of 18 story subjects to elicit further feedback on its news content and thereby deepen understanding of different community viewpoints. The survey and interview data revealed the project affected story subjects in a number of positive and interesting ways. Subjects said they appreciated the way student reporters took their time to build relationships and understand the context of the community groups with which they were involved, and contrasted this with their experience of professional journalists who had held pre-conceived assumptions about stories and/or rushed into interviews. As a direct consequence of the students’ approach, participants said they better trusted the student journalists to portray them accurately and fairly. Most were also encouraged by the positive recognition stories brought and several said the engagement process had helped their personal development, all of which had spin-offs for their community efforts. The presentation night that wraps up each year’s project, where community groups, story subjects and students come together to network and share the final stories, was cited as a significant positive aspect of the project and a great opportunity for community partners to connect with others doing similar work. Community feedback will be sought in future projects to inform and improve successive iterations.
In this paper Paul Millar outlines the development of the University of Canterbury Quakebox project, a collaborative venture between the UC CEISMIC Canterbury Earthquakes Digital Archive and the New Zealand Institute of Language Brain and Behaviour to preserve people’s earthquake stories for the purposes of research, teaching and commemoration. The project collected over 700 stories on high definition video, and Millar is now looking at using the corpus to underpin a longitudinal study of post-quake experience.
This poster presents preliminary results of ongoing experimental campaigns at the Universities of Auckland and Canterbury, aiming at investigating the seismic residual capacity of damaged reinforced concrete plastic hinges, as well as the effectiveness of epoxy injection techniques for restoring their stiffness, energy dissipation, and deformation capacity characteristics. This work is part of wider research project which started in 2012 at the University of Canterbury entitled “Residual Capacity and Repairing Options for Reinforced Concrete Buildings”, funded by the Natural Hazards Research Platform (NHRP). This research project aims at gaining a better understanding and providing the main end-users and stakeholders (practitioner engineers, owners, local and government authorities, insurers, and regulatory agencies) with comprehensive evidence-based information and practical guidelines to assess the residual capacity of damaged reinforced concrete buildings, as well as to evaluate the feasibility of repairing and thus support their delicate decision-making process of repair vs. demolition or replacement.
As a result of the Canterbury earthquakes, over 60% of the concrete buildings in the Christchurch Central Business District have been demolished. This experience has highlighted the need to provide guidance on the residual capacity and repairability of earthquake-damaged concrete buildings. Experience from 2010 Chile indicates that it is possible to repair severely damaged concrete elements (see photo at right), although limited testing has been performed on such repaired components. The first phase of this project is focused on the performance of two lightly-reinforced concrete walls that are being repaired and re-tested after damage sustained during previous testing.
The operation of telecommunication networks is critical during business as usual times, and becomes most vital in post-disaster scenarios, when the services are most needed for restoring other critical lifelines, due to inherent interdependencies, and for supporting emergency and relief management tasks. In spite of the recognized critical importance, the assessment of the seismic performance for the telecommunication infrastructure appears to be underrepresented in the literature. The FP6 QuakeCoRE project “Performance of the Telecommunication Network during the Canterbury Earthquake Sequence” will provide a critical contribution to bridge this gap. Thanks to an unprecedented collaboration between national and international researchers and highly experienced asset managers from Chorus, data and evidences on the physical and functional performance of the telecommunication network after the Canterbury Earthquakes 2010-2011 have been collected and collated. The data will be processed and interpreted aiming to reveal fragilities and resilience of the telecommunication networks to seismic events
This project was initiated by ENGEO Limited and KiwiRail Holdings Limited to assess the stability of Slovens Creek Viaduct (specifically its western abutment) and a 3km section of rail corridor between Slovens Creek Viaduct and Avoca on the Midland Line (MDL). Commonly known as the scenic TranzAlpine rail journey (through Arthurs Pass National Park) the MDL connects Greymouth to Christchurch via Rolleston, where the MDL meets the Main South Line into Christchurch. The project area is approximately 40km southeast of Arthurs Pass Township, in the eastern extension of the Castle Hill Basin which is part of the Waimakariri Catchment and Canterbury Foothills. The field area is underlain by Rakaia Terrane, which is part of the Torlesse Composite Terrane forming the basement rock unit for the field area. Cretaceous-Tertiary rocks of the Castle Hill Basin overlie the basement strata and record a transgression-regression sequence, as well as mid-Oligocene submarine volcanism. The stratigraphic sequence in the Castle Hill Basin, and its eastern extension to Avoca, comprises two formations of the Eyre group, the older Broken River Formation and the younger Iron Creek Formation. Deep marine Porter Group limestones, marls, and tuffs of Oligocene age succeed the Iron Creek Formation of the Eyre Group, and probably records the maximum of the transgression. The Enys Formation lies disconformably on the Porter Group and is overlain unconformably by Late Pleistocene glacifluvial and glacial deposits. The Tertiary strata in the Slovens-Avoca rail corridor are weak, and the clay-rich tuff derived from mid-Oligocene volcanism is particularly prone to slaking. Extensive mapping carried out for this project has identified that some 90 percent of the surface along the length of the Slovens-Avoca corridor has been subject to mass movement. The landslides of the Slovens-Avoca rail corridor are clearly younger than the Last Glaciation, and Slovens Creek has been downcutting, with associated faulting and uplift, to form the present day geomorphology of the rail corridor. Deep-seated landslides in the rail corridor extend to Slovens Creek, locally deflecting the stream course, and a generic ground failure model for the rail corridor has been developed. Exploratory geotechnical investigations, including core drilling, installation of an inclinometer and a piezometer, enabled the construction of a simple ground model and cross section for the Slovens Creek Viaduct western abutment. Limit-equilibrium and pseudo-static slope stability analyses using both circular and block critical slip surface search methods were applied to the ground model for the western abutment of Slovens Creek Viaduct. Piezometric and strength data obtained during laboratory testing of core material have been used to constrain the western abutment stability assessment for one representative section line (C-C’). Prior to pseudo-static sensitivity analyses peak ground acceleration (PGA) for various Ultimate Limit State (ULS) design return periods, defined by an equation given in NZS1170.5:2004, were calculated and have been used as a calibration technique to find and compare specific PGA values for pseudo-static analyses in the Slovens Creek Viaduct area. The main purpose has been to provide an indication of how railway infrastructure could be affected by seismic events of various return periods defined by ULS design standards for the area. Limit equilibrium circular slip surface search methods, both grid search and auto refine search, indicated the slope is stable with a FoS greater than 1.0 returned from each, although one particular surface returned the lowest FoS in each. This surface is in the lower portion of the slope, adjacent to Slovens Stream and northeast of the MDL. As expected, pseudo-static analyses returned a lower FoS overall when compared to limit equilibrium analyses. The PGA analyses suggest that partial ground failure at the Slovens Creek Viaduct western abutment could occur in a 1 in 25-year return period event within materials on the slower slope beyond the immediate rail corridor. A ULS (1 in 500-year) event in the Slovens Creek Viaduct area would likely produce a PGA of ~0.9g, and the effects on the western abutment and rail infrastructure would most likely be catastrophic. Observed ground conditions for the western abutment of the Slovens Creek Viaduct suggest there is no movement within the landslide at depth within the monitoring timeframe of this project (22 May 2015 – 4 August 2015). Slope stability monitoring is recommended to be continued in two parts: (1) the inclinometer in BH1 is to be monitored on a six monthly basis for one year following completion of this thesis, and then annually unless ground movements become evident; and (2) surface movement monitoring should be installed using a fixed datum on the stable eastern abutment. Long-term stability management strategies for the Slovens Creek Viaduct western abutment are dependent upon future observed changes and ongoing monitoring. Hazard and risk assessment using the KiwiRail Qualitative Risk Assessment Framework (QRA) is recommended, and if slope stability becomes problematic for operation of the Midland Line consideration should be given to deep slope drainage. In the event of a large magnitude or high PGA earthquake all monitoring should be reviewed.
The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future
