Christchurch City Council (Council) is undertaking the Land Drainage Recovery Programme in order to assess the effects of the earthquakes on flood risk to Christchurch. In the course of these investigations it has become better understood that floodplain management should be considered in a multi natural hazards context. Council have therefore engaged the Jacobs, Beca, University of Canterbury, and HR Wallingford project team to investigate the multihazards in eastern areas of Christchurch and develop flood management options which also consider other natural hazards in that context (i.e. how other hazards contribute to flooding both through temporal and spatial coincidence). The study has three stages: Stage 1 Gap Analysis – assessment of information known, identification of gaps and studies required to fill the gaps. Stage 2 Hazard Studies – a gap filling stage with the studies identified in Stage 1. Stage 3 Collating, Optioneering and Reporting – development of options to manage flood risk. This present report is to document findings of Stage 1 and recommends the studies that should be completed for Stage 2. It has also been important to consider how Stage 3 would be delivered and the gaps are prioritised to provide for this. The level of information available and hazards to consider is extensive; requiring this report to be made up of five parts each identifying individual gaps. A process of identifying information for individual hazards in Christchurch has been undertaken and documented (Part 1) followed by assessing the spatial co-location (Part 2) and probabilistic presence of multi hazards using available information. Part 3 considers multi hazard presence both as a temporal coincidence (e.g. an earthquake and flood occurring at one time) and as a cascade sequence (e.g. earthquake followed by a flood at some point in the future). Council have already undertaken a number of options studies for managing flood risk and these are documented in Part 4. Finally Part 5 provides the Gap Analysis Summary and Recommendations to Council. The key findings of Stage 1 gap analysis are: - The spatial analysis showed eastern Christchurch has a large number of hazards present with only 20% of the study area not being affected by any of the hazards mapped. Over 20% of the study area is exposed to four or more hazards at the frequencies and data available. - The majority of the Residential Red Zone is strongly exposed to multiple hazards, with 86% of the area being exposed to 4 or more hazards, and 24% being exposed to 6 or more hazards. - A wide number of gaps are present; however, prioritisation needs to consider the level of benefit and risks associated with not undertaking the studies. In light of this 10 studies ranging in scale are recommended to be done for the project team to complete the present scope of Stage 3. - Stage 3 will need to consider a number of engineering options to address hazards and compare with policy options; however, Council have not established a consistent policy on managed retreat that can be applied for equal comparison; without which substantial assumptions are required. We recommend Council undertake a study to define a managed retreat framework as an option for the city. - In undertaking Stage 1 with floodplain management as the focal point in a multi hazards context we have identified that Stage 3 requires consideration of options in the context of economics, implementation and residual risk. Presently the scope of work will provide a level of definition for floodplain options; however, this will not be at equal levels of detail for other hazard management options. Therefore, we recommend Council considers undertaking other studies with those key hazards (e.g. Coastal Hazards) as a focal point and identifies the engineering options to address such hazards. Doing so will provide equal levels of information for Council to make an informed and defendable decision on which options are progressed following Stage 3.
A PDF copy of signage for the Places of Tranquillity initiative. Healthy Christchurch lead the collaborative project to create six gardens of beauty and peace to fill in some of the grey demolition sites across Christchurch. The signage promotes the initiative and invites people to register to create tranquil gardens at healthychristchurch.org.nz. From healthychristchurch.org.nz: "Healthy Christchurch is leading this innovative collaboration creating six gardens of beauty and peace to fill in some of the grey demolition sites across Christchurch.These gardens are for peace and tranquillity as well as family and community use with spaces designed for both." "This is a Healthy Christchurch collaboration in partnership with the city's ethnic communities to include their traditions, cultures and spiritual beliefs. This ensures that these communities' voices and presence is more visible in the rebuild of our city. There are three key partners in this collaborative project. Greening the Rubble are providing expertise in temporary site development and project managing the creation. Lincoln University School of Landscape Architecture provided the student competition and are supporting the winning students and their designs into fruition. Community and Public Health (CDHB) provide the overall project management, networks and promotion." "In 2012 Lincoln University School of Landscape Architecture students created 40 beautiful designs for the Places of Tranquillity. Six winning designs were chosen from the 995 votes made online or at the displays at Community and Public Health and the Migrant Centre. The six winners were announced at the Healthy Christchurch Hui on the 31st May 2012. Each winning student received a Certificate and a $50 Scorpio Book Voucher. The awards were presented by Michelle Mitchell, General Manager of the CERA Wellbeing Team."
Collective identity construction in organisations engaged in an inter-organisational collaboration (IOC), especially temporary IOCs set up in disaster situations, has received scant attention in the organisational studies literature yet collective identity is considered to be important in fostering effective IOC operations. This doctoral study was designed to add to our understanding about how collective identity is constituted throughout the entire lifespan of a particular temporary coopetitive (i.e., simultaneously collaborative and competitive) IOC formed in a post-disaster environment. To achieve this purpose, a qualitative case study of the Stronger Christchurch Infrastructure Rebuild Team (SCIRT), a time-bound coopetition formed to repair the horizontal infrastructure in Christchurch, New Zealand after the devastating 2011 Canterbury earthquakes, was undertaken. Using data from semi-structured interviews, field observations, and organisational documents and other artefacts, an inductive analytic method was employed to explore how internal stakeholders engaged with and co- constructed a collective SCIRT identity and reconciled this with their home organization identity. The analysis revealed that the SCIRT collective identity was an ongoing process, involving the interweaving of social, temporal, material and geospatial dimensions constructed through intersecting cycles of senior managers’ sensegiving and employees’ sensemaking across SCIRT’s five and a half years of existence. Senior management deliberately undertook identity work campaigns that used organisational rituals, artefacts, and spatial design to disseminate and encourage a sense of “we are all SCIRT”. However, there was no common sense of “we-ness”. Identification with SCIRT was experienced differently among different groups of employees and across time. Employees’ differing senses of collective identity were accounted for by their past, present, and anticipated future relationships with their home organisation, and also (re)shaped by the geosocial environments in which they worked. The study supports previous research claiming that collective identity is a process of recursive sensegiving and sensemaking between senior managers and employees. However, it extends the literature by revealing the imbricated nature of collective identity, how members’ sense of “who we are” can change across the entire lifetime of a temporary IOC, and how sociomateriality, temporality, and geosocial effects strongly intervene in employees’ emerging senses of collective identity. Moreover, the study demonstrates how the ongoing identity work can be embedded in a time-space frame that further accentuates the influence of temporality, especially the anticipated future, organisational rituals, artefacts, and the geosocial environment. The study’s primary contribution to theory is a processual model of collective identity that applies specifically to a temporary IOC involving coopetition. In doing so, it represents a more finely nuanced and situational model than existing models. At a practical level, this model suggests that managers need to appreciate that organisational artefacts, rituals, and the prevailing organisational geosocial environment are inextricably linked in processes that can be manipulated to enhance the construction of collective identity.
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.
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.
Natural hazards continue to have adverse effects on communities and households worldwide, accelerating research on proactively identifying and enhancing characteristics associated with resilience. Although resilience is often characterized as a return to normal, recent studies of postdisaster recovery have highlighted the ways in which new opportunities can emerge following disruption, challenging the status quo. Conversely, recovery and reconstruction may serve to reinforce preexisting social, institutional, and development pathways. Our understanding of these dynamics is limited however by the small number of practice examples, particularly for rural communities in developed nations. This study uses a social–ecological inventory to document the drivers, pathways, and mechanisms of resilience following a large-magnitude earthquake in Kaikōura, a coastal community in Aotearoa New Zealand. As part of the planning and implementation phase of a multiyear project, we used the tool as the basis for indepth and contextually sensitive analysis of rural resilience. Moreover, the deliberate application of social–ecological inventory was the first step in the research team reengaging with the community following the event. The inventory process provided an opportunity for research partners to share their stories and experiences and develop a shared understanding of changes that had taken place in the community. Results provide empirical insight into reactions to disruptive change associated with disasters. The inventory also informed the design of targeted research collaborations, established a platform for longer-term community engagement, and provides a baseline for assessing longitudinal changes in key resilience-related characteristics and community capacities. Findings suggest the utility of social–ecological inventory goes beyond natural resource management, and that it may be appropriate in a range of contexts where institutional, social, and economic restructuring have developed out of necessity in response to felt or anticipated external stressors.
Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.
In recent years, rocking isolation has become an effective approach to improve seismic performance of steel and reinforced concrete structures. These systems can mitigate structural damage through rigid body displacement and thus relatively low requirements for structural ductility, which can significantly improve seismic resilience of structures and reduce repairing costs after strong earthquakes. A number of base rocking structural systems with only a single rocking interface have been proposed. However, these systems can have significant high mode effect for high rise structures due to the single rocking interface. This RObust BUilding SysTem (ROBUST) project is a collaborative China-New Zealand project sponsored by the International Joint Research Laboratory of Earthquake Engineering (ILEE), Tongji University, and a number of agencies and universities within New Zealand including the BRANZ, Comflor, Earthquake Commission, HERA, QuakeCoRE, QuakeCentre, University of Auckland, and the University of Canterbury. A number of structural configurations will be tested [1, 2], and non-structural elements including ceilings, infilling walls, glazed curtain walls, precast concrete panels, piping system will also be tested in this project [3]. Within this study, a multiple rocking column steel structural system was proposed and investigated mainly by Tongji team with assistance of NZ members. The concept of rocking column system initiates from the structure of Chinese ancient wooden pagoda. In some of Chinese wooden pagodas, there are continuous core columns hanged only at the top of each pagoda, which is not connected to each stories. This core column can effectively avoid collapse of the whole structure under large storey drifts. Likewise, there are also central continuous columns in the newly proposed steel rocking column system, which can avoid weak story failure mechanism and make story drifts more uniform. In the proposed rocking column system, the structure can switch between an elastic rigidly connected moment resisting frame and a controlled rocking column system when subjected to strong ground motion excitations. The main seismic energy can be dissipated by asymmetric friction beam–column connections, thereby effectively reducing residual displacement of the structure under seismic loading without causing excessive damage to structural members. Re–centering of the structure is provided not only by gravity load carried by rocking columns, but also by mould coil springs. To investigate dynamic properties of the proposed system under different levels of ground excitations, a full-scale threestory steel rocking column structural system with central continuous columns is to be tested using the International joint research Laboratory of Earthquake Engineering (ILEE) facilities, Shanghai, China and an analytical model is established. A finite element model is also developed using ABAQUS to simulate the structural dynamic responses. The rocking column system proposed in this paper is shown to produce resilient design with quick repair or replacement.
The Canterbury Earthquakes of 2010-2011, in particular the 4th September 2010 Darfield earthquake and the 22nd February 2011 Christchurch earthquake, produced severe and widespread liquefaction in Christchurch and surrounding areas. The scale of the liquefaction was unprecedented, and caused extensive damage to a variety of man-made structures, including residential houses. Around 20,000 residential houses suffered serious damage as a direct result of the effects of liquefaction, and this resulted in approximately 7000 houses in the worst-hit areas being abandoned. Despite the good performance of light timber-framed houses under the inertial loads of the earthquake, these structures could not withstand the large loads and deformations associated with liquefaction, resulting in significant damage. The key structural component of houses subjected to liquefaction effects was found to be their foundations, as these are in direct contact with the ground. The performance of house foundations directly influenced the performance of the structure as a whole. Because of this, and due to the lack of research in this area, it was decided to investigate the performance of houses and in particular their foundations when subjected to the effects of liquefaction. The data from the inspections of approximately 500 houses conducted by a University of Canterbury summer research team following the 4th September 2010 earthquake in the worst-hit areas of Christchurch were analysed to determine the general performance of residential houses when subjected to high liquefaction loads. This was followed by the detailed inspection of around 170 houses with four different foundation types common to Christchurch and New Zealand: Concrete perimeter with short piers constructed to NZS3604, concrete slab-on-grade also to NZS3604, RibRaft slabs designed by Firth Industries and driven pile foundations. With a focus on foundations, floor levels and slopes were measured, and the damage to all areas of the house and property were recorded. Seven invasive inspections were also conducted on houses being demolished, to examine in more detail the deformation modes and the causes of damage in severely affected houses. The simplified modelling of concrete perimeter sections subjected to a variety of liquefaction-related scenarios was also performed, to examine the comparative performance of foundations built in different periods, and the loads generated under various bearing loss and lateral spreading cases. It was found that the level of foundation damage is directly related to the level of liquefaction experienced, and that foundation damage and liquefaction severity in turn influence the performance of the superstructure. Concrete perimeter foundations were found to have performed most poorly, suffering high local floor slopes and being likely to require foundation repairs even when liquefaction was low enough that no surface ejecta was seen. This was due to their weak, flexible foundation structure, which cannot withstand liquefaction loads without deforming. The vulnerability of concrete perimeter foundations was confirmed through modelling. Slab-on-grade foundations performed better, and were unlikely to require repairs at low levels of liquefaction. Ribraft and piled foundations performed the best, with repairs unlikely up to moderate levels of liquefaction. However, all foundation types were susceptible to significant damage at higher levels of liquefaction, with maximum differential settlements of 474mm, 202mm, 182mm and 250mm found for concrete perimeter, slab-on-grade, ribraft and piled foundations respectively when subjected to significant lateral spreading, the most severe loading scenario caused by liquefaction. It was found through the analysis of the data that the type of exterior wall cladding, either heavy or light, and the number of storeys, did not affect the performance of foundations. This was also shown through modelling for concrete perimeter foundations, and is due to the increased foundation strengths provided for heavily cladded and two-storey houses. Heavy roof claddings were found to increase the demands on foundations, worsening their performance. Pre-1930 concrete perimeter foundations were also found to be very vulnerable to damage under liquefaction loads, due to their weak and brittle construction.
