This report discusses the experiences gained and lessons learned during a project management internship in post-earthquake Christchurch as part of the construction industry and rebuild effort.
Two projects are documented within this MEM Report: I. The first project examined what was learnt involving the critical infrastructure in the aftermath of natural disasters in the Canterbury region of New Zealand – the most prominent being the series of earthquakes between 2010 and 2011. The project identified several learning gaps, leading to recommendations for further investigations that could add significant value for the lifeline infrastructure community. II. Following the Lifeline Lesson Learnt Project, the Disaster Mitigation Guideline series was initiated with two booklets, one on Emergency Potable Water and a second on Emergency Sanitation. The key message from both projects is that we can and must learn from disasters. The projects described are part of the emergency management, and critical infrastructure learning cycles – presenting knowledge captured by others in a digestible format, enabling the lessons to be reapplied. Without these kinds of projects, there will be fewer opportunities to learn from other’s successes and failures when it comes to preparing for natural disasters.
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
In the period between September 2010 and December 2011, Christchurch was shaken by a series of strong earthquakes including the MW7.1 4 September 2010, Mw 6.2 22 February 2011, MW6.2 13 June 2011 and MW6.0 23 December 2011 earthquakes. These earthquakes produced very strong ground motions throughout the city and surrounding areas that resulted in soil liquefaction and lateral spreading causing substantial damage to buildings, infrastructure and the community. The stopbank network along the Kaiapoi and Avon River suffered extensive damage with repairs projected to take several years to complete. This presented an opportunity to undertake a case-study on a regional scale of the effects of liquefaction on a stopbank system. Ultimately, this information can be used to determine simple performance-based concepts that can be applied in practice to improve the resilience of river protection works. The research presented in this thesis draws from data collected following the 4th September 2010 and 22nd February 2011 earthquakes. The stopbank damage is categorised into seven key deformation modes that were interpreted from aerial photographs, consultant reports, damage photographs and site visits. Each deformation mode provides an assessment of the observed mechanism of failure behind liquefaction-induced stopbank damage and the factors that influence a particular style of deformation. The deformation modes have been used to create a severity classification for the whole stopbank system, being ‘no or low damage’ and ‘major or severe damage’, in order to discriminate the indicators and factors that contribute to ‘major to severe damage’ from the factors that contribute to all levels of damage a number of calculated, land damage, stopbank damage and geomorphological parameters were analysed and compared at 178 locations along the Kaiapoi and Avon River stopbank systems. A critical liquefiable layer was present at every location with relatively consistent geotechnical parameters (cone resistance (qc), soil behaviour type (Ic) and Factor of Safety (FoS)) across the study site. In 95% of the cases the critical layer occurred within two times the Height of the Free Face (HFF,). A statistical analysis of the geotechnical factors relating to the critical layer was undertaken in order to find correlations between specific deformation modes and geotechnical factors. It was found that each individual deformation mode involves a complex interplay of factors that are difficult to represent through correlative analysis. There was, however, sufficient data to derive the key factors that have affected the severity of deformation. It was concluded that stopbank damage is directly related to the presence of liquefaction in the ground materials beneath the stopbanks, but is not critical in determining the type or severity of damage, instead it is merely the triggering mechanism. Once liquefaction is triggered it is the gravity-induced deformation that causes the damage rather than the shaking duration. Lateral spreading and specifically the depositional setting was found to be the key aspect in determining the severity and type of deformation along the stopbank system. The presence or absence of abandoned or old river channels and point bar deposits was found to significantly influence the severity and type of deformation. A review of digital elevation models and old maps along the Kaiapoi River found that all of the ‘major to severe’ damage observed occurred within or directly adjacent to an abandoned river channel. Whilst a review of the geomorphology along the Avon River showed that every location within a point bar deposit suffered some form of damage, due to the depositional environment creating a deposit highly susceptible to liquefaction.