During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.
Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices. The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori. Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being. How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.
This study followed two similarly affected, but socio-economically disparate suburbs as residents responded to and attempted to recover from the devastating 6.3 magnitude earthquake that struck Christchurch, New Zealand, on February 22, 2011. More specifically, it focuses on the role of local churches, community-based organisations (CBOs) and non-governmental organisations (NGOs), here referred to broadly as civil society, in meeting the immediate needs of local residents and assisting with the longer-term recovery of each neighbourhood. Despite considerable socioeconomic differences between the two neighbourhoods, civil society in both suburbs has been vital in addressing the needs of locals in the short and long term following the earthquake. Institutions were able to utilise local knowledge of both residents and the extent of damage in the area to a) provide a swifter local response than government or civil defence and then help direct the relief these agencies provided locally; b) set up central points for distribution of supplies and information where locals would naturally gather; c) take action on what were perceived to be unmet needs; and d) act as a way of bridging locals to a variety of material, informational, and emotional resources. However the findings also support literature which indicates that other factors are also important in understanding neighbourhood recovery and the role of civil society, including: local leadership; a shared, place-based identity; the type and form of civil society organizations; social capital; and neighbourhood- and household-level indicators of relative vulnerability and inequality. The intertwining of these various factors seems to influence how these neighbourhoods have coped with and taken steps in recovering from this disaster. It is recommended that future research be directed at developing a better understanding of how this occurs. It is suggested that a model similar to Yasui’s (2007) Community Vulnerability and Capacity model be developed as a useful way to approach future research in this area.
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On February 22, 2011, a magnitude Mw 6.2 earthquake affected the Canterbury region, New Zealand, resulting in many fatalities. Liquefaction occurred across many areas, visible on the surface as ‘‘sand volcanoes’’, blisters and subsidence, causing significant damage to buildings, land and infrastructure. Liquefaction occurred at a number of sites across the Christchurch Boys High School sports grounds; one area in particular contained a piston ground failure and an adjacent silt volcano. Here, as part of a class project, we apply near-surface geophysics to image these two liquefaction features and determine whether they share a subsurface connection. Hand auger results enable correlation of the geophysical responses with the subsurface stratigraphy. The survey results suggest that there is a subsurface link, likely via a paleo-stream channel. The anomalous responses of the horizontal loop electromagnetic survey and electrical resistivity imaging highlight the disruption of the subsurface electrical properties beneath and between the two liquefaction features. The vertical magnetic gradient may also show a subtle anomalous response in this area, however the results are inconclusive. The ground penetrating radar survey shows disruption of the subsurface stratigraphy beneath the liquefaction features, in particular sediment mounding beneath the silt ejection (‘‘silt volcano’’) and stratigraphic disruption beneath the piston failure. The results indicate how near-surface geophysics allow the characteristics of liquefaction in the subsurface to be better understood, which could aid remediation work following liquefaction-induced land damage and guide interpretation of geophysical surveys of paleoliquefaction features.
In the aftermath of the 2010 and 2011 earthquakes, Christchurch, New Zealand is framed as a ‘transi- tional’ city, moving from its demolished past to a speculative future. The ADA Mesh Cities project asks what role media art and networks may play in the transitional city, and the practices of remembering, and reimagining space.
The Civil Defense understanding of the role of radio in disaster tends to focus on its value in providing essential information during and after the event. However this role is compromised when a station’s premises are destroyed, or rendered inaccessible by official cordons. The Radio Quake study examines how radio stations in Christchurch managed to resume broadcasting in the aftermath of the earthquake of February 22, 2011. In New Zealand’s heavily networked and commercialised radio environment there is a significant disparity between networked and independent stations’ broadcast commitments and resourcing. All Christchurch radio broadcasters were forced to improvise new locations, complex technical workarounds, and responsive styles of broadcasting after the February 22 earthquake, but the need to restore, or maintain, a full on air presence after the earthquake, rested entirely on often financially tenuous, locally owned and staffed independent radio: student, Iwi, community access, and local commercial stations. This paper will explore the resourcefulness and resilience of broadcasters riding out the aftershocks in hotels, motels, bedrooms, and a horse truck, using digital technologies in new ways to reimagine the practice of radio in Christchurch.
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.
The potential for a gastroenteritis outbreak in a post-earthquake environment may increase because of compromised infrastructure services, contaminated liquefaction (lateral spreading and surface ejecta), and the presence of gastroenteritis agents in the drinking water network. A population in a post-earthquake environment might be seriously affected by gastroenteritis because it has a short incubation period (about 10 hours). The potential for a gastroenteritis outbreak in a post-earthquake environment may increase because of compromised infrastructure services, contaminated liquefaction (lateral spreading and surface ejecta), and the presence of gastroenteritis agents in the drinking water network. A population in a post-earthquake environment might be seriously affected by gastroenteritis because it has a short incubation period (about 10 hours). The aim of this multidisciplinary research was to retrospectively analyse the gastroenteritis prevalence following the February 22, 2011 earthquake in Christchurch. The first focus was to assess whether earthquake-induced infrastructure damage, liquefaction, and gastroenteritis agents spatially explained the recorded gastroenteritis cases over the period of 35 days following the February 22, 2011 earthquake in Christchurch. The gastroenteritis agents considered in this study were Escherichia coli found in the drinking water supply (MPN/100mL) and Non-Compliant Free Associated Chlorine (FAC-NC) (less than <0.02mg/L). The second focus was the protocols that averted a gastroenteritis outbreak at three Emergency Centres (ECs): Burnside High School Emergency Centre (BEC); Cowles Stadium Emergency Centre (CEC); and Linwood High School Emergency Centre (LEC). Using a mixed-method approach, gastroenteritis point prevalence and the considered factors were quantitatively analysed. The qualitative analysis involved interviewing 30 EC staff members. The data was evaluated by adopting the Grounded Theory (GT) approach. Spatial analysis of considered factors showed that highly damaged CAUs were statistically clustered as demonstrated by Moran’s I statistic and hot spot analysis. Further modelling showed that gastroenteritis point prevalence clustering could not be fully explained by infrastructure damage alone, and other factors influenced the recorded gastroenteritis point prevalence. However, the results of this research suggest that there was a tenuous, indirect relationship between recorded gastroenteritis point prevalence and the considered factors: earthquake-induced infrastructure damage, liquefaction and FAC-NC. Two ECs were opened as part of the post-earthquake response in areas with severe infrastructure damage and liquefaction (BEC and CEC). The third EC (CEC) provided important lessons that were learnt from the previous September 4, 2010 earthquake, and implemented after the February 22, 2011 earthquake. Two types of interwoven themes identified: direct and indirect. The direct themes were preventive protocols and indirect themes included type of EC building (school or a sports stadium), and EC staff. The main limitations of the research were Modifiable Areal Units (MAUP), data detection, and memory loss. This research provides a practical method that can be adapted to assess gastroenteritis risk in a post-earthquake environment. Thus, this mixed method approach can be used in other disaster contexts to study gastroenteritis prevalence, and can serve as an appendage to the existing framework for assessing infectious diseases. Furthermore, the lessons learnt from qualitative analysis can inform the current infectious disease management plans, designed for a post-disaster response in New Zealand and internationally Using a mixed-method approach, gastroenteritis point prevalence and the considered factors were quantitatively analysed. A damage profile was created by amalgamating different types of damage for the considered factors for each Census Area Unit (CAU) in Christchurch. The damage profile enabled the application of a variety of statistical methods which included Moran’s I , Hot Spot (HS) analysis, Spearman’s Rho, and Besag–York–Mollié Model using a range of software. The qualitative analysis involved interviewing 30 EC staff members. The data was evaluated by adopting the Grounded Theory (GT) approach. Spatial analysis of considered factors showed that highly damaged CAUs were statistically clustered as demonstrated by Moran’s I statistic and hot spot analysis. Further modelling showed that gastroenteritis point prevalence clustering could not be fully explained by infrastructure damage alone, and other factors influenced the recorded gastroenteritis point prevalence. However, the results of this research suggest that there was a tenuous, indirect relationship between recorded gastroenteritis point prevalence and the considered factors: earthquake-induced infrastructure damage, liquefaction and FAC-NC. Two ECs were opened as part of the post-earthquake response in areas with severe infrastructure damage and liquefaction (BEC and CEC). The third EC (CEC) provided important lessons that were learnt from the previous September 4, 2010 earthquake, and implemented after the February 22, 2011 earthquake. The ECs were selected to represent the Christchurch area, and were situated where potential for gastroenteritis was high. BEC represented the western side of Christchurch; whilst, CEC and LEC represented the eastern side, where the potential for gastroenteritis was high according to the outputs of the quantitative spatial modelling. Qualitative analysis from the interviews at the ECs revealed that evacuees were arriving at the ECs with gastroenteritis-like symptoms. Participants believed that those symptoms did not originate at the ECs. Two types of interwoven themes identified: direct and indirect. The direct themes were preventive protocols that included prolific use of hand sanitisers; surveillance; and the services offered. Indirect themes included the EC layout, type of EC building (school or a sports stadium), and EC staff. Indirect themes governed the quality and sustainability of the direct themes implemented, which in turn averted gastroenteritis outbreaks at the ECs. The main limitations of the research were Modifiable Areal Units (MAUP), data detection, and memory loss. It was concluded that gastroenteritis point prevalence following the February 22, 2011 earthquake could not be solely explained by earthquake-induced infrastructure damage, liquefaction, and gastroenteritis causative agents alone. However, this research provides a practical method that can be adapted to assess gastroenteritis risk in a post-earthquake environment. Creating a damage profile for each CAU and using spatial data analysis can isolate vulnerable areas, and qualitative data analysis provides localised information. Thus, this mixed method approach can be used in other disaster contexts to study gastroenteritis prevalence, and can serve as an appendage to the existing framework for assessing infectious diseases. Furthermore, the lessons learnt from qualitative analysis can inform the current infectious disease management plans, designed for a post-disaster response in New Zealand and internationally.
