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Videos, UC QuakeStudies

A video about the reopening of C1 Espresso in the former post office on the corner of Tuam and High Streets. The café had to close after the 22 February 2011 earthquake, which severely damaged their building on High Street. The video includes footage of the staff setting up the cafe and an interview with owner Sam Crofskey.

Videos, NZ On Screen

This promotional travelogue, made for the Christchurch City Council, shows off the city and its environs. Filmed at a time when New Zealand’s post-war economy was booming as it continued its role as a farmyard for the “Old Country”, it depicts Christchurch as a prosperous city, confident in its green and pleasant self-image as a “better Britain” (as James Belich coined NZ’s relationship to England), and architecturally dominated by its cathedrals, churches and schools. Many of these buildings were severely damaged or destroyed in the earthquakes of 2010 and 2011.

Research papers, University of Canterbury Library

On Tuesday 22 February 2011, a 6.3 magnitude earthquake struck Christchurch, New Zealand’s second largest city. The ‘earthquake’ was in fact an aftershock to an earlier 7.1 magnitude earthquake that had occurred on Saturday 4 September 2010. There were a number of key differences between the two events that meant they had dramatically different results for Christchurch and its inhabitants. The 22 February 2011 event resulted in one of New Zealand’s worst natural disasters on record, with 185 fatalities occurring and hundreds more being injured. In addition, a large number of buildings either collapsed or were damaged to the point where they needed to be totally demolished. Since the initial earthquake in September 2010, a large amount of building-related research has been initiated in New Zealand to investigate the impact of the series of seismic events – the major focus of these research projects has been on seismic, structural and geotechnical engineering matters. One project, however, conducted jointly by the University of Canterbury, the Fire Protection Association of New Zealand and BRANZ, has focused on the performance of fire protection systems in the earthquakes and the effectiveness of the systems in the event of post-earthquake fires occurring. Fortunately, very few fires actually broke out following the series of earthquake events in Christchurch, but fire after earthquakes still has significant implications for the built environment in New Zealand, and the collaborative research has provided some invaluable insight into the potential threat posed by post-earthquake fires in buildings. As well as summarising the damage caused to fire protection systems, this paper discusses the flow-on effect for designing structures to withstand post-earthquake fires. One of the underlying issues that will be explored is the existing regulatory framework in New Zealand whereby structural earthquake design and structural design for fire are treated as discrete design scenarios.

Research papers, University of Canterbury Library

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.

Images, Alexander Turnbull Library

Three men chat in a pub. One of them reads a newspaper article about the Mayor of Christchurch, Bob Parker, who commented that he was scared of earthquakes when in Wellington. All three drinkers would rather be in Wellington than trapped beside Bob Parker at a dinner table. Context: Christchurch's Mayor has told the Emergency Management Conference he's scared to be in Wellington. He gave graphic descriptions of the Christchurch earthquakes, getting people to bang on the tables for 45 seconds so they could see what it felt like. Quantity: 1 digital cartoon(s).