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Other, National Library of New Zealand

Site of an exhibition and discussion series that explores Canterbury’s built environment and invites public input to identify opportunities to create a better and more liveable environment after the earthquake.

Research papers, University of Canterbury Library

School travel is a major aspect of a young person’s everyday activity. The relationship between the built environment that youth experience on their way to and from school, influences a number of factors including their development, health and wellbeing. This is especially important in low income areas where the built environment is often poorer, but the need for it to be high quality and accessible is greater. This study focusses on the community of Aranui, a relatively low income suburb in Christchurch, New Zealand. It pays particular attention to Haeata Community Campus, a state school of just under 800 pupils from year one through to year thirteen (ages 5-18). The campus opened in 2017 following the closure of four local schools (three primary and one secondary), as part of the New Zealand Government’s Education Renewal scheme following the Christchurch earthquakes of 2010/11. Dedicated effort toward understanding the local built environment, and subsequent travel patterns has been argued to be insufficiently considered. The key focus of this research was to understand the importance of the local environment in encouraging active school travel. The present study combines geospatial analysis, quantitative survey software Maptionnaire, and statistical models to explore the features of the local environment that influence school travel behaviour. Key findings suggest that distance to school and parental control are the most significant predictors of active transport in the study sample. Almost 75% of students live within two kilometres of the school, yet less than 40% utilise active transport. Parental control may be the key contributing factor to the disproportionate private vehicle use. However, active school travel is acknowledged as a complex process that is the product of many individual, household, and local environment factors. To see increased active transport uptake, the local environment needs to be of greater quality. Meaning that the built environment should be improved to be youth friendly, with greater walkability and safe, accessible cycling infrastructure.

Research papers, University of Canterbury Library

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

Articles, UC QuakeStudies

This report was the first report in the district series, and has a different format to later reports. It includes all natural hazards, not only earthquake hazards. It describes earthquake, flooding, meteorological, landslide and coastal hazards within Hurunui district and gives details of historic events. It includes district-scale (1:250,000) active fault and flood hazard maps. The report describes an earthquake scenario for a magnitude 6.9 earthquake near Cheviot, as well as flooding, meteorological, landslide, coastal erosion, storm surge, and tsunami scenarios.

Articles, UC QuakeStudies

This study updated and superseded Earthquake hazard and risk assessment study Stage 1 Part A: Earthquake source identification and characterisation (Pettinga et al, 1998). It compiled and tabulated all relevant available information on earthquake sources in Canterbury and updated the active faults database with new fault locations and information. See Object Overview for background and usage information.

Articles, UC QuakeStudies

This report assesses issues and options for preparing an earthquake hazard and risk assessment programme for Canterbury. It outlines investigation options and associated costs in order to better understand Canterbury's earthquake hazard and risk. Although earthquake hazard and risk information needs and investigation priorities within Canterbury have changed over the past 15 years, the majority of the report’s recommended components have been undertaken to some degree either by Environment Canterbury or other organisations. See Object Overview for background and usage information.