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Images for earthquake education; more images...

Audio, Radio New Zealand

Questions to Ministers 1. Hon PHIL GOFF to the Prime Minister: Is he satisfied that actions to address the Christchurch earthquake are an adequate response; if not, what are his areas of concern? 2. AMY ADAMS to the Minister of Finance: What reports has he received on the economic impact of the earthquake in Christchurch on 22 February 2011? 3. Hon CLAYTON COSGROVE to the Minister for Canterbury Earthquake Recovery: Is he satisfied with the level of support being offered to the people of Christchurch in the wake of the earthquake on 22 February 2011? 4. NICKY WAGNER to the Minister for Social Development and Employment: What is the Government doing to support Canterbury businesses and employees through the earthquake recovery? 5. Hon ANNETTE KING to the Minister for Social Development and Employment: Is she confident that the Ministry of Social Development has responded adequately to the Christchurch earthquake? 6. METIRIA TUREI to the Minister of Finance: Has he considered raising a temporary levy on income to help fund the rebuilding of Christchurch; if so, how much could it raise? 7. AARON GILMORE to the Minister for Tertiary Education: What work has been done to help the families of tertiary students and tertiary institutions affected by the 22 February 2011 earthquake in Christchurch? 8. Hon JIM ANDERTON to the Minister for Canterbury Earthquake Recovery: Will he ensure that Christchurch homeowners and businesses are able to access insurance cover from existing policies or new cover they require since the 22 February 2011 earthquake? 9. Hon JOHN BOSCAWEN to the Attorney-General: Has he asked the Māori Party to agree to amendments to the Marine and Coastal Area (Takutai Moana) Bill that would make it explicitly clear that customary title holders would not be able to charge individuals for accessing a beach, and require any negotiated settlements to be referred back to Parliament for validation; if so, what response did he receive? 10. Hon DAVID PARKER to the Attorney-General: Does the Government intend to proceed this week with its legislation to replace the existing Foreshore and Seabed Act 2004? 11. RAHUI KATENE to the Minister for Canterbury Earthquake Recovery: Did he agree with his spokesman's response to the situation for residents in Christchurch East following the earthquake of 22 February 2011, that, "It is apparent, given the scale out there, that there just wasn't sufficient hardware out there, loos and the like", and what urgent actions have been taken to give priority to communities in the eastern suburbs? 12. COLIN KING to the Minister of Civil Defence: Why was a state of national emergency declared on 23 February 2011?

Audio, Radio New Zealand

Questions to Ministers 1. Dr RUSSEL NORMAN to the Minister of Justice: Is it his view that the justice system should provide rehabilitation and give people the chance to change? 2. Hon ANNETTE KING to the Minister for Canterbury Earthquake Recovery: Is he satisfied with progress on the recovery from the Canterbury earthquake so far? 3. DAVID BENNETT to the Minister of Broadcasting: What recent announcements have been made regarding digital switchover? 4. SUE MORONEY to the Minister of Education: What policy initiatives has she developed for early childhood education? 5. AARON GILMORE to the Minister of Civil Defence: What is the update on the Canterbury Civil Defence states of emergency? 6. Hon DAVID CUNLIFFE to the Minister of Finance: Did the Treasury evaluate the net effect on South Canterbury Finance's position of the February 2010 acquisition of Helicopters (NZ) Ltd and Scales Corporation shares, including the effect of the transaction on the recoverability or impairment of South Canterbury Finance's $75 million loan to its parent company, Southbury Group Ltd? 7. LOUISE UPSTON to the Minister of Energy and Resources: Will Cantabrians whose chimneys have been significantly damaged by the recent earthquake be covered by the Earthquake Commission to replace their old log burners or open fires with new efficient heaters? 8. Hon TREVOR MALLARD to the Minister of Education: What support will be available in 2011 to schools that have very poor numeracy national standards results in 2010? 9. SANDRA GOUDIE to the Minister of Corrections: What support is the Corrections Department offering to Canterbury community groups and individuals to help with earthquake recovery? 10. DARIEN FENTON to the Minister of Labour: Does she stand by her statement to the House on 14 September 2010 that the 90-day trial provisions "do not take away rights"? 11. CHESTER BORROWS to the Minister of Housing: What is the Government doing to assist people whose homes are not habitable following the Canterbury earthquake? 12. PHIL TWYFORD to the Minister of Local Government: When he said in the House yesterday that the Auckland Transition Agency "ran a tender to deliver an enterprise resource planning system" was he referring to merely the $14.3 million contract for the implementation of the Enterprise Resource Planning system or was he referring to the full contract of $53.8 million to deliver the Enterprise Resource Planning system? Questions to Members 1. DARIEN FENTON to the Chairperson of the Transport and Industrial Relations Committee: How many submissions have been received on the Employment Relations Amendment Bill (No 2)?

Videos, UC QuakeStudies

A video of an interview with Tony Simpson, Principal of Phillipstown School, about the High Court's ruling on the merger of Woolston School and Phillipstown School. The Ministry of Education planned to merge the schools after the 22 February 2011 earthquake. However, Justice John Fogarty declared that the Ministry's consultation process failed to meet the requirements of the Education Act in two respects and that the merger was unlawful. Simpson talks about the joy he felt on hearing the news, his disappointment that it came down to a High Court decision, and his plans for the school's future.

Audio, Radio New Zealand

The country's biggest Maori performance event is coming to Christchurch in 2015; A Burnside woman who's been helping tangata whenua has received a Christchurch Earthquake Award; The Ministry of Education will help fund up to 40 Te Pumaomao nation-building courses this year; and One of New Zealand's most influential Maori academics is one of six recipients of Auckland University's 2012 Distinguished Alumni Awards.

Research papers, University of Canterbury Library

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.

Research papers, University of Canterbury Library

Context of the project: On 4 September 2010, 22 February 2011, 13 June 2011 and 23 December 2011 Christchurch suffered major earthquakes and aftershocks (well over 10,000) that have left the central city in ruins and many of the eastern suburbs barely habitable even now. The earthquakes on 22 February caused catastrophic loss of life with 185 people killed. The toll this has taken on the residents of Christchurch has been considerable, not least of all for the significant psychological impact and disruption it has had on the children. As the process of rebuilding the city commenced, it became clear that the arts would play a key role in maintaining our quality of life during difficult times. For me, this started with the children and the most expressive of all the art forms – music.

Research papers, Lincoln University

To the casual observer, community gardens may look like places where people just come to grow fruit and vegetables. Through digging beneath surface appearances, however, the research literature suggests that there is more to the creation of and participation in community gardens than that which is immediately apparent. The overall aim of this research was to explore and interpret the meaning of community gardens in terms of the sought and experienced well-being of the individuals who participate, and their associated communities. This research was undertaken in the Christchurch/Selwyn district, in the aftermath of the Christchurch earthquakes of 2010-2011. This research utilised the technique of photo-elicitation interviews to study the meanings attributed to community gardening, in the post-earthquake environment. Five gardens were investigated. Results show that a range of meanings, and well-being outcomes are experienced through a combination of physical, educational, aesthetic appreciation, contemplative, creative and social connections within the garden and within the overall context of nature. Significantly, within the post-earthquake environment, the community gardens can offer participants the opportunity to appreciate life and what it means for them.

Research papers, University of Canterbury Library

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.

Images, UC QuakeStudies

A protest sign painted on a fence shows a bulldozer labelled "Govt." driven by a woman (presumably representing Education Minister Hekia Parata) running over a sheep labelled "Chch schools", next to the words "Every time you close a school you have to build a jail - Mark Twain." The photographer comments, "Due to the earthquakes in Christchurch and parents leaving the area to give their children a quieter and more education friendly life a lot of the local schools especially in the East of Christchurch are to be closed or amalgamated. This was a decision by the government without consultation with any other authorities. Mark Twain actually said 'Every time you stop a school, you will have to build a jail'".

Research papers, University of Canterbury Library

Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.

Audio, Radio New Zealand

Highlights from Radio New Zealand National's programmes for the week ending Friday 7 December. This week ...... not everyone was keen on The Hobbit world premiere party, measuring and assessing innovation, expecting excellence of all students in education no matter what race they are, a world wide gathering of "Dobson's" tour ancestral South Island locations, The Christchurch Fiasco - what is going on with insurance companies post earthquakes, getting touchy feely with art and reggae star Jimmy Cliff on his spiritual life and learnings

Research papers, Victoria University of Wellington

As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand.  The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments.  ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused.  As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease.  Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority.  The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions.  This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation.  This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”.  Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation.  I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.

Audio, Radio New Zealand

A Waikato iwi authority says it's struggling to supply the Government with a list of sites of cultural significance; The Government says it is committed to boosting Maori literacy achievement from early childhood and primary school level so that the education system isn't having to catch up all the time; A Ngai Tahu owned South Island whale watching operation say it's excited to be named a finalist in an international tourism award; A multicultural marae has been recognised for its community work, including caring for refugees during the Christchurch earthquake.

Audio, Radio New Zealand

A Waikato iwi authority says it's struggling to supply the Government with a list of sites of cultural significance; The Government says it is committed to boosting Maori literacy achievement from early childhood and primary school level so that the education system isn't having to catch up all the time; A multicultural marae has been recognised for its community work, including caring for refugees during the Christchurch earthquake; A Ngai Tahu owned South Island whale watching operation say it's excited to be named a finalist in an international tourism award.

Audio, Radio New Zealand

Questions to Ministers 1. Hon DAVID CUNLIFFE to the Minister of Finance: Does he agree with Reserve Bank Governor Alan Bollard's assessment that the economic recovery is proving to be "slow and fragile"? 2. CRAIG FOSS to the Minister of Finance: What reports has he received on the economy? 3. Hon TREVOR MALLARD to the Minister for Economic Development: What specific actions has he taken since becoming Minister of Economic Development to secure the New Zealand film industry? 4. KATRINA SHANKS to the Minister of Housing: What reports has he received about the stakeholder engagement carried out by the Housing Shareholders' Advisory Group? 5. Hon CLAYTON COSGROVE to the Minister for Canterbury Earthquake Recovery: Will he support my recommendation to set up an advocacy support service to provide earthquake-affected residents with help in dealing with their private insurers to prevent them being shunted between these insurers and the Earthquake Commission? 6. Dr RUSSEL NORMAN to the Minister of Conservation: What steps, if any, is she taking to protect the unique, rare and threatened Nevis "Gollum galaxiid", a native fish species found only in the Nevis River in Central Otago? 7. GRANT ROBERTSON to the Minister for Tertiary Education: How does removing $55 million from industry training help the growth of the productive economy? 8. CHRIS AUCHINVOLE to the Minister for the Environment: What progress is the Government making in improving New Zealand's freshwater management? 9. SUE MORONEY to the Minister of Education: Does she stand by all her statements about subsidies and fee controls in early childhood education? 10. Hon RODNEY HIDE to the Attorney-General: Is it Government policy to exempt the holders of customary marine title from the application of the Resource Management Act 1991 and provide the holders with the sole right to give, or deny, a Resource Management Act permission right with no right of appeal or objection against the decision, as described in Bell Gully's Newsletter Update October 2010 on the Marine and Coastal Area (Takutai Moana) Bill? 11. Hon NANAIA MAHUTA to the Minister responsible for Whānau Ora: Is she satisfied with the process to shortlist Whānau Ora providers? 12. PESETA SAM LOTU-IIGA to the Minister of Energy and Resources: Why is the Government funding the Energy Spot advertising campaign?

Videos, UC QuakeStudies

A video of a presentation by Hugh Cowan, General Manager of Reinsurance, Research and Education at EQC, at the 2016 Seismics in the City Conference. The presentation is titled, "Working Together Strengthens Understanding".The abstract for the presentation reads, "Hear how EQC led a collaborative research project in Canterbury that involved diverse stakeholders from government, council officials and insurers to homeowners, and why collaboration means that Canterbury's geotechnical data is now helping to inform research locally, nationally and around the world."

Research papers, The University of Auckland Library

Courage has remained an elusive concept to define despite having been in the English lexicon for hundreds of years. The Canterbury earthquake sequence that began in 2010 provided a unique context in which to undertake research that would contribute to further conceptualisation of courage. This qualitative study was undertaken in Christchurch, New Zealand, with adults over the age of 70 who experienced the Canterbury earthquakes and continued to live in the Canterbury region. The population group was chosen because it is an under researched group in post-disaster environments, and one that offers valuable insights because of members' length and breadth of life experiences, and likely reminiscent and reflective life stage. A constructivist grounded theory approach was utilised, with data collected through semi-structured focus groups and individual key informant interviews. The common adverse experience of the participants initially discussed was the earthquakes, which was followed by exploration of courage in their other lived experiences. Through an inductive process of data analysis, conceptual categories were identified, which when further analysed and integrated, contributed to a definition of courage. The definition was subsequently discussed with social work professionals who had remained working in the Canterbury region after experiencing the earthquakes. From the examples and the actions described within these, a process model was developed to support the application of courage. The model includes five steps: recognising an adverse situation, making a conscious decision to act, accessing sources of motivation, mastering emotion and taking action. Defining and utilising courage can help people to face adversity associated with everyday life and ultimately supports self-actualisation and self-development. Recommendations from the study include teaching about courage within social work education, utilising the process model within supervision, intentionally involving older adults in emergency management planning and developing specific social work tasks in hospital settings following a disaster.

Research papers, University of Canterbury Library

This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.

Research papers, University of Canterbury Library

Tertiary students, not just working populations, might be experiencing feelings of burnout following the Christchurch earthquakes of 2010 and 2011. In the aftermath of a major disaster, the gap between the resources available to handle pressures (e.g., support) and the demands inherent in the pursuit of an academic degree (e.g., heavy workload) may lead to feelings of burnout among students. This study hypothesised that burnout dimensions (emotional exhaustion and disengagement) would be related to students’ perceptions of immediate institutional support, extended institutional support, peer support, family support, and work overload. Additionally, it was proposed that institutional and social support would moderate the relationship between work overload and burnout. Two hundred and seventy one third and fourth year students were sampled using an online questionnaire. These particular students were expected to be at greater risk of emotional exhaustion and academic disengagement because they were at the earliest stage of their tertiary education when the major earthquakes first hit. Family support and extended institutional support were found to be associated with decreased levels of emotional exhaustion and disengagement. Meanwhile, work overload was found to be related to increased levels of emotional exhaustion and disengagement. Furthermore, both peer support and immediate institutional support were found to have a moderating effect on the relationship between work overload and disengagement. This study has exposed unique findings which contribute to burnout research especially in a post-disaster context, and raises the importance of providing the right types of support for individuals who are particularly dealing with the consequences of a natural disaster.

Audio, Radio New Zealand

Questions to Ministers 1. AARON GILMORE to the Minister of Finance: What steps are the Government and the Earthquake Commission taking to streamline the Canterbury earthquake claims process? 2. Hon PHIL GOFF to the Prime Minister: Does he stand by his statement that "the vast majority" of people will be "better off" as a result of his tax switch on 1 October 2010? 3. KEVIN HAGUE to the Minister of Conservation: Does she agree with Forest and Bird that "many endangered species will meet a watery death, or be rudely shunted from their homes", if the Mōkihinui dam is given the green light? 4. Hon ANNETTE KING to the Minister for ACC: Is he satisfied with the performance of ACC? 5. NICKY WAGNER to the Minister for Economic Development: What steps will the Government take to aid the recovery of the Canterbury region from the recent major earthquake? 6. Hon DAVID CUNLIFFE to the Minister of Finance: What advice, if any, did Treasury receive from KordaMentha in relation to South Canterbury Finance's financial condition prior to approving the extension of the Crown Retail Deposit Guarantee Scheme, and did this advice question whether such an extension was appropriate? 7. COLIN KING to the Minister of Transport: What is the Government doing to address challenges in delivering supplies into the area affected by the Canterbury earthquake? 8. Hon RUTH DYSON to the Minister of Health: When will all the District Health Board Annual Plans for 2010/11 be publicly available? 9. JO GOODHEW to the Minister of Education: How were Canterbury schools affected by last Saturday's earthquake, and what is the current situation for schools in the region? 10. Hon DAVID PARKER to the Attorney-General: Is his objective under the new foreshore and seabed bill to settle the protracted controversy around foreshore and seabed? 11. AMY ADAMS to the Minister of Agriculture: What is the Government doing to support the rural Canterbury community through the earthquake recovery? 12. DARIEN FENTON to the Minister of Labour: Does she stand by all of the statements made on her behalf in response to question for oral answer No. 11 on 9 September 2010? Questions to Members 1. DARIEN FENTON to the Chairperson of the Transport and Industrial Relations Committee: How many submissions were received on the Employment Relations Amendment Bill (No. 2) as at 5pm Monday, 13 September 2010?

Research papers, The University of Auckland Library

In 2010 and 2011, Aotearoa New Zealand was hit by a number of major disasters involving loss of human life and severe disruption to social, ecological and economic wellbeing. The Pike River mine explosions were closely followed by a sequence of major earthquakes in Christchurch, seismic events that have permanently altered the lives of thousands of people in our third largest city, the closure of the central business district and the effective abandonment of whole residential areas. In early October 2011, the ship, Rena, grounded on a reef off the port of Tauranga and threatened a major oil spill throughout the Bay of Plenty, where local communities with spiritual and cultural connections to the land depend on sea food as well as thrive on tourism. The Council for Social Work Education Aotearoa New Zealand (CSWEANZ), representing all the Schools of Social Work in New Zealand, held a ‘Disaster Curriculum’ day in November 2011, at which social workers and Civil Defence leaders involved in the Christchurch earthquakes, the Rena Disaster, Fiji floods and the Boxing Day tsunami presented their narrative experience of disaster response and recovery. Workshops discussed and identified core elements that participants considered vital to a social work curriculum that would enable social work graduates in a range of community and cultural settings to respond in safe, creative and informed ways. We present our core ideas for a social work disaster curriculum and consider a wide range of educational content based on existing knowledge bases and new content within a disaster framework. http://www.swsd-stockholm-2012.org/

Audio, Radio New Zealand

1. Hon PHIL GOFF to the Prime Minister: Has the tax switch which he promised would leave no-one worse off fully compensated all New Zealanders for the rise in the cost of living over the last year; if not, which groups are worse off? 2. Dr RUSSEL NORMAN to the Minister of Finance: Does he agree that due to inflation, no new spending in the upcoming Budget is the equivalent of a cut in real terms? 3. DAVID BENNETT to the Minister of Finance: What tax changes take effect on or around 1 April? 4. Hon DAVID CUNLIFFE to the Minister of Finance: Why did he announce on 17 March 2011 that the Government would carry all the costs of earthquake reconstruction on its balance sheet with no reduction in operating spending, when the Prime Minister said just three days later that new operating spending would be reduced to zero? 5. AARON GILMORE to the Minister of Education: What progress has been made re-opening schools and early childhood education centres in Christchurch following the 22 February earthquake? 6. CHARLES CHAUVEL to the Minister of Civil Defence: To date, how many buildings have been demolished in Canterbury without notifications to the building or business owners? 7. HONE HARAWIRA to the Attorney-General: Is he satisfied that he has the support required for the Marine and Coastal Area (Takutai Moana) Bill to pass into law? 8. DARIEN FENTON to the Minister of Labour: What impact, if any, will the Christchurch earthquake have on the Government's employment law changes due to be implemented on 1 April? 9. JONATHAN YOUNG to the Minister of Corrections: What progress has been made toward the implementation of the smoking ban in New Zealand prisons? 10. CLARE CURRAN to the Minister for Communications and Information Technology: By what date will the 75 percent of urban New Zealanders receive ultra-fast broadband under his current proposal? 11. METIRIA TUREI to the Prime Minister: Does he stand by his statement that the "Government will build the effectiveness of New Zealand's public transport networks" and "will be working closely with the Auckland Council as they develop their strategic vision for the City through the Auckland Spatial Plan"? 12. TODD McCLAY to the Minister for Social Development and Employment: What counselling support is available for Cantabrians impacted by the earthquake?

Videos, UC QuakeStudies

A video of a presentation by Hugh Cowan, General Manager of Reinsurance, Research and Education at EQC, during a panel at the 2016 Seismics in the City Conference. The panel has three themes:A City on the Move: Collaboration and Regeneration: "'Christchurch is now moving rapidly from the recovery phase into a regeneration stage with Central and Local Government working with the wider community, including the business community to ensure we get optimal outcomes for greater Christchurch' (CECC)."Looking Back: Remembering and Learning: "What are the milestones? What are the millstones? What have we learnt? What have we applied?"Looking Forward: Visioning and Building: "What do we aspire to? What are the roadblocks? What is the way forward?"

Audio, Radio New Zealand

Hon DAVID CUNLIFFE to the Prime Minister: Is he still committed to "ensuring our schools are working for all students", and is he satisfied his Government has done enough to ensure that every child has equal access to a low-cost public education? CLAUDETTE HAUITI to the Minister of Finance: What steps has the Government taken to turn around the Treasury's forecast net Government debt? METIRIA TUREI to the Prime Minister: Does he stand by all his statements? Hon DAVID PARKER to the Minister of Finance: Does he agree with Infometrics that after the Canterbury rebuild peaks, the New Zealand economy will experience a "hangover" with slow income and GDP growth? SCOTT SIMPSON to the Minister of Justice: What justice initiatives has she announced to address family violence in New Zealand? DAVID SHEARER to the Minister of Foreign Affairs and Trade: When did he first become aware of allegations that led to a Malaysian diplomat being charged with assault with the intent to commit rape and burglary, and what actions did he take? MARK MITCHELL to the Minister of Corrections: What recent announcements has she made on how technology can be used to better protect victims of domestic violence? JAN LOGIE to the Minister of Foreign Affairs: Was he made aware of the wishes, if any, of the woman at the centre of the assault with intent to rape charges laid against a Malaysian diplomat, regarding his return to Malaysia; if so, when? JONATHAN YOUNG to the Minister of Health: What investments has the Government made in health services for Taranaki? CHRIS HIPKINS to the Minister of Education: Is she satisfied that schools receive sufficient funding to deliver the New Zealand curriculum? KANWALJIT SINGH BAKSHI to the Minister for Food Safety: What recent announcements has she made regarding food labelling? DENIS O'ROURKE to the Minister responsible for the Earthquake Commission: Is he satisfied with the progress of the Earthquake Commission in the settlement or disposition of all claims in respect of multi-unit dwellings, arising from the Canterbury earthquake; if so, why?

Audio, Radio New Zealand

Questions to Ministers 1. Hon ANNETTE KING to the Minister for Social Development and Employment: How many working-age people are currently receiving a main benefit and how does this compare to July 2010? 2. AMY ADAMS to the Minister of Finance: What reports has he received on the cost of damage from the Canterbury earthquake? 3. Hon DAVID CUNLIFFE to the Minister of Finance: Will he agree to a full public and independent Commission of Inquiry into the collapse of South Canterbury Finance? 4. METIRIA TUREI to the Attorney-General: Does he stand by his statement that the Marine and Coastal Area (Takutai Moana) Bill "treats all New Zealanders including Māori without discrimination"? 5. Hon DARREN HUGHES to the Minister of Transport: Does he stand by his statement that "the Government is totally committed to the SuperGold Card"? 6. TIM MACINDOE to the Minister for Social Development and Employment: What is the Government doing to support the Canterbury community through the earthquake recovery? 7. Hon TREVOR MALLARD to the Minister of Education: Does she stand by all of her statements in answer to oral question No. 8 yesterday? 8. Dr PAUL HUTCHISON to the Minister of Health: What reports has he received on the Canterbury District Health Board's actions following the Canterbury earthquake? 9. Hon DAVID PARKER to the Attorney-General: Given his answer yesterday that he agreed with the Prime Minister's statement earlier this year, "in the end if we can't reach an agreement then the status quo will remain", what acknowledgement, if any, has he received from the Māori Party that the new legal framework for settling foreshore and seabed claims will be "durable"? 10. Dr JACKIE BLUE to the Minister of Transport: What updates has he received on transport in and around Canterbury following the earthquake and numerous aftershocks? 11. DARIEN FENTON to the Minister of Labour: Is she currently considering any changes to employment law that were not included in the changes announced at the National Party Conference; if so, what are they? 12. KATRINA SHANKS to the Minister of Housing: How is the Department of Building and Housing working to keep landlords and tenants informed of their rights and responsibilities following the Christchurch earthquake?

Audio, Radio New Zealand

One of five Maori social service providers losing a Family Start contract is choosing not to fight the decision in court - and will instead attempt to win back the business; Maori business leaders who've recently returned from China say the trip has already resulted in new export deals - including a five-tonne shipment of mussels to a Chinese town; A new Maori education group says iwi are sleeping giants that have woken up to help tamariki do better at school; A new study into the effects of the Canterbury earthquakes on Maori mental health patients is promising to offer a unique perspective on how Maori live after devastating events.

Audio, Radio New Zealand

Maori business leaders who've recently returned from China say the trip has already resulted in new export deals - including a five-tonne shipment of mussels to a Chinese town; One of five Maori social service providers losing a Family Start contract is choosing not to fight the decision in court - and will instead attempt to win back the business; A new Maori education group says iwi are sleeping giants that have woken up to help tamariki do better at school; A new study into the effects of the Canterbury earthquakes on Maori mental health patients is promising to offer a unique perspective on how Maori live after devastating events.

Research papers, University of Canterbury Library

Recent global tsunami events have highlighted the importance of effective tsunami risk management strategies (including land-use planning, structural and natural defences, warning systems, education and evacuation measures). However, the rarity of tsunami means that empirical data concerning reactions to tsunami warnings and tsunami evacuation behaviour is rare when compared to findings about evacuations to avoid other sources of hazard. To date empirical research into tsunami evacuations has focused on evacuation rates, rather than other aspects of the evacuation process. More knowledge is required about responses to warnings, pre-evacuation actions, evacuation dynamics and the return home after evacuations. Tsunami evacuation modelling has the potential to inform evidence-based tsunami risk planning and response. However to date tsunami evacuation models have largely focused on timings of evacuations, rather than evacuation behaviours. This Masters research uses a New Zealand case study to reduce both of these knowledge gaps. Qualitative survey data was gathered from populations across coastal communities in Banks Peninsula and Christchurch, New Zealand, required to evacuate due to the tsunami generated by the November 14th 2016 Kaikōura Earthquake. Survey questions asked about reactions to tsunami warnings, actions taken prior to evacuating and movements during the 2016 tsunami evacuation. This data was analysed to characterise trends and identify factors that influenced evacuation actions and behaviour. Finally, it was used to develop an evacuation model for Banks Peninsula. Where appropriate, the modelling inputs were informed by the survey data. Three key findings were identified from the results of the evacuation behaviour survey. Although 38% of the total survey respondents identified the earthquake shaking as a natural cue for the tsunami, most relied on receiving official warnings, including sirens, to prompt evacuations. Respondents sought further official information to inform their evacuation decisions, with 39% of respondents delaying their evacuation in order to do so. Finally, 96% of total respondents evacuated by car. This led to congestion, particularly in more densely populated Christchurch city suburbs. Prior to this research, evacuation modelling had not been completed for Banks Peninsula. The results of the modelling showed that if evacuees know how to respond to tsunami warnings and where and how to evacuate, there are no issues. However, if there are poor conditions, including if people do not evacuate immediately, if there are issues with the roading network, or if people do not know where or how to evacuate, evacuation times increase with there being more bottlenecks leading out of the evacuation zones. The results of this thesis highlight the importance of effective tsunami education and evacuation planning. Reducing exposure to tsunami risk through prompt evacuation relies on knowledge of how to interpret tsunami warnings, and when, where and how to evacuate. Recommendations from this research outline the need for public education and engagement, and the incorporation of evacuation signage, information boards and evacuation drills. Overall these findings provide more comprehensive picture of tsunami evacuation behaviour and decision making based on empirical data from a recent evacuation, which can be used to improve tsunami risk management strategies. This empirical data can also be used to inform evacuation modelling to improve the accuracy and realism of the evacuation models.

Audio, Radio New Zealand

Questions to Ministers 1. CRAIG FOSS to the Minister of Finance: What challenges does the Government face in putting together Budget 2011? 2. Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his pre-Budget statement "The key sector which is not saving right now is the Government"; if so, what steps has he taken to increase government revenue? 3. Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his statement "…we can use this time to transform the economy to make us stronger…"; if so, does this transformation involve an economy that uses fewer natural resources and produces less pollution? 4. Hon PHIL GOFF to the Prime Minister: Does he stand by all his statements on KiwiSaver? 5. NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: What reports has he received on progress made to provide winter heating for residents affected by the Canterbury earthquakes? 6. Hon ANNETTE KING to the Prime Minister: What advice did he receive from the most recent food bank he visited about the current cost of living? 7. JACQUI DEAN to the Minister for the Environment: What practical initiatives is the Government taking in preparation for Rugby World Cup 2011 to protect the environment and New Zealand's important clean green brand? 8. Hon DAVID CUNLIFFE to the Minister of Finance: What was the annual rate of GDP growth for the year ended December 2010 projected in Budget 2010, and what was the actual rate of growth for that period according to Statistics New Zealand? 9. AARON GILMORE to the Minister of Education: What recent decisions have been made regarding schooling in Christchurch? 10. SUE MORONEY to the Minister of Education: When was construction completed on the new early childhood education centre at Weymouth Primary School and why is the centre empty? 11. COLIN KING to the Minister of Agriculture: What steps has the Government recently taken to support innovation in the Manuka honey industry? 12. CARMEL SEPULONI to the Minister of Justice: Does he stand by his statement "This Government is committed to ensuring that everyone…has access to justice"?

Research papers, University of Canterbury Library

This thesis examines the closing of Aranui High School in 2016, a low socio-economic secondary school in eastern Christchurch, New Zealand, and reflects on its history through the major themes of innovation and the impact of central government intervention. The history is explored through the leadership of the school principals, and the necessity for constant adaptation by staff to new ways of teaching and learning, driven by the need to accommodate a more varied student population – academically, behaviourally and culturally – than most other schools in wider Christchurch. Several extreme changes, following a neoliberal approach to education policies at a national government level, impacted severely on the school’s ability to thrive and even survive over the 57 years of its existence, with the final impact of the 2010 and 2011 Canterbury earthquakes leading indirectly to Aranui High’s closure. The earthquakes provided the National government with the impetus to advocate for change to education in Christchurch; changes which impacted negatively on many schools in Christchurch, including Aranui High School. The announcement of the closure of Aranui High shocked many staff and students, who were devastated that the school would no longer exist. Aranui High School, Aranui Primary School, Wainoni Primary School and Avondale Primary School were all closed to make way for Haeata Community Campus, a year 1 to 13 school, which was built on the Aranui High site. Aranui High School served the communities of eastern Christchurch for 57 years from 1960 and deserves acknowledgment and remembrance, and my hope is that this thesis will provide a fair representation of the school’s story, including its successes and challenges, while also explaining the reasons behind the eventual closure. This thesis contributes to New Zealand public history and uses mixed research methods to examine Aranui High School’s role as a secondary school in eastern Christchurch. I argue that the closure of Aranui High School in 2016 was an unjustified act by the Ministry of Education.