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Images for stories; more images...

Images, UC QuakeStudies

A photograph contributed by Jennifer, a participant in the Understanding Place research project. The photograph has the description "Apple tree". Please note that Jennifer's Red Zone Story was a test-pilot for the Understanding Place project.

Images, UC QuakeStudies

A photograph contributed by Jennifer, a participant in the Understanding Place research project. The photograph has the description "Not edible!" Please note that Jennifer's Red Zone Story was a test-pilot for the Understanding Place project.

Images, UC QuakeStudies

A photograph contributed by Jennifer, a participant in the Understanding Place research project. The photograph has the description "More mysterious mushrooms". Please note that Jennifer's Red Zone Story was a test-pilot for the Understanding Place project.

Images, UC QuakeStudies

A photograph contributed by Jennifer, a participant in the Understanding Place research project. The photograph has the description "An edible mushroom!" Please note that Jennifer's Red Zone Story was a test-pilot for the Understanding Place project.

Images, eqnz.chch.2010

Story times. Photos taken in Lyttelton Library on May 24, 2011 following the February 22 earthquake. File reference: CCL-2011-05-24-Lyttelton-After-The-Earthquake-IMG_22 From the collection of Christchurch City Libraries

Research papers, The University of Auckland Library

During the Christchurch earthquake of February 2011, several midrise reinforced concrete masonry (RCM) buildings showed performance levels that fall in the range of life safety to near collapse. A case study of one of these buildings, a six-story RCM building deemed to have reached the near collapse performance level, is presented in this paper. The RCM walls on the second floor failed due to toe crushing, reducing the building's lateral resistance in the east–west direction. A three-dimensional (3-D) nonlinear dynamic analysis was conducted to simulate the development of the governing failure mechanism. Analysis results showed that the walls that were damaged were subjected to large compression loads during the earthquake, which caused an increase in their in-plane lateral strength but reduced their ductility capacity. After toe crushing failure, axial instability of the model was prevented by a redistribution of gravity loads. VoR - Version of Record

Images, UC QuakeStudies

A photograph of the earthquake damage to the second story of the Observatory tower at the Christchurch Arts Centre. The front of the storey has collapsed, exposing the inside. A tarpaulin has been draped over the top and the roof of the building behind.

Images, UC QuakeStudies

A photograph contributed by Jennifer, a participant in the Understanding Place research project. The photograph has the description "The ground is covered in little mushrooms when you start looking, but it's hard to tell which are edible". Please note that Jennifer's Red Zone Story was a test-pilot for the Understanding Place project.

Images, UC QuakeStudies

A photograph of Struan Ashby from Tape Art NZ creating the 'Dream Machine'. The 'Dream Machine' was a 9-day long creative project that used dream stories from the audience to turn a shipping container into a 40 foot mural. The photograph was taken at the 2014 SCIRT World Buskers Festival in Hagley Park.

Images, UC QuakeStudies

A photograph of a crowd watching Struan Ashby from Tape Art NZ create the 'Dream Machine'. The 'Dream Machine' was a 9-day long creative project that used dream stories from the audience to turn a shipping container into a 40-foot mural. The photograph was taken at the 2014 SCIRT World Buskers Festival in Hagley Park.

Images, UC QuakeStudies

A photograph of Erica Duthy and Struan Ashby from Tape Art NZ creating the 'Dream Machine'. The 'Dream Machine' was a 9-day long creative project that used dream stories from the audience to turn a shipping container into a 40-foot mural. The photograph was taken at the 2014 SCIRT World Buskers Festival in Hagley Park.

Research papers, The University of Auckland Library

This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.

Videos, UC QuakeStudies

A video run-through of the interactive documentary Obrero. Obrero ('worker') is an independent multi-platform documentary project. It tells the stories of Filipino rebuild workers temporarily migrating to Christchurch, Aotearoa New Zealand after the earthquake in 2011. The interactive documentary can be explored at https://www.obrerofilm.com/. Norman Zafra is a Filipino journalist-documentary maker and currently a doctoral candidate at the University of Auckland's Media and Communication Department. He has worked as producer, writer, and director of award-winning Philippine TV documentary programmes such as Reporter’s Notebook and I-Witness.

Research papers, The University of Auckland Library

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx

Research papers, University of Canterbury Library

This research investigates the validation of simulated ground motions on complex structural systems. In this study, the seismic responses of two buildings are compared when they are subjected to as-recorded ground motions and simulated ones. The buildings have been designed based on New Zealand codes and physically constructed in Christchurch, New Zealand. The recorded ground motions are selected from 40 stations database of the historical 22 Feb. 2011 Christchurch earthquake. The Graves and Pitarka (2015) methodology is used to generate the simulated ground motions. The geometric mean of maximum inter-story drift and peak floor acceleration are selected as the main seismic responses. Also, the variation of these parameters due to record to record variability are investigated. Moreover, statistical hypothesis testing is used to investigate the similarity of results between observed and simulated ground motions. The results indicate a general agreement between the peak floor acceleration calculated by simulated and recorded ground motions for two buildings. While according to the hypothesis tests result, the difference in drift can be significant for the building with a shorter period. The results will help engineers and researchers to use or revise the procedure by using simulated ground motions for obtaining seismic responses.

Research papers, University of Canterbury Library

On 15 August 1868, a great earthquake struck off the coast of the Chile-Peru border generating a tsunami that travelled across the Pacific. Wharekauri-Rekohu-Chatham Islands, located 800 km east of Christchurch, Aotearoa-New Zealand (A-NZ) was one of the worst affected locations in A-NZ. Tsunami waves, including three over 6 metres high, injured and killed people, destroyed buildings and infrastructure, and impacted the environment, economy and communities. While experience of disasters, and advancements in disaster risk reduction systems and technology have all significantly advanced A-NZ’s capacity to be ready for and respond to future earthquakes and tsunami, social memory of this event and other tsunamis during our history has diminished. In 2018, a team of scientists, emergency managers and communication specialists collaborated to organise a memorial event on the Chatham Islands and co-ordinate a multi-agency media campaign to commemorate the 150th anniversary of the 1868 Arica tsunami. The purpose was to raise awareness of the disaster and to encourage preparedness for future tsunami. Press releases and science stories were distributed widely by different media outlets and many attended the memorial event indicating public interest for commemorating historical disasters. We highlight the importance of commemorating disaster anniversaries through memorial events, to raise awareness of historical disasters and increase community preparedness for future events – “lest we forget and let us learn.”