Search

found 302 results

Images for learning; more images...

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

Images, UC QuakeStudies

The University of Canterbury's E-Learning team's temporary office in the James Hight building. The photographer comments, "First looks at our new temporary (maybe) office space. Our group will stay here until April or May 2011, then will move to another floor in the Central Library. Foyer lifts etc. Female toilets are off the foyer to the left. These lifts start at Level 2 of the Library, and are heavily used by students. (Once the building is repaired after the earthquake; several floors are still in a mess)".

Audio, Radio New Zealand

ANDREW LITTLE to the Prime Minister: Does he have confidence in the Minister for Building and Housing given the falling rate of homeownership, especially among young people? RON MARK to the Prime Minister: Does he stand by all his statements? MATT DOOCEY to the Minister of Finance: Does he stand by his statement that “There are more jobs, and people are being better paid”; if so, why? Dr MEGAN WOODS to the Minister supporting Greater Christchurch Regeneration: Does he agree with the Prime Minister, who said with regard to the Canterbury earthquakes, “on behalf of the Government, let me be clear that no one will be left to walk this journey alone”; if so, does he think all relevant information prepared by his Government has been made available to Cantabrians to assist them in navigating post-earthquake decisions? METIRIA TUREI to the Prime Minister: Ka tū a ia i runga i te mana o āna kaupapa here Kāwanatanga katoa, nē? Translation: Does he stand by all his Government’s policies? Dr JIAN YANG to the Minister of Education: What recent announcements has she made about expanding 21st century learning options for parents and whanau? CHRIS HIPKINS to the Minister of Education: How will her Communities of Online Learning (CoOL) proposal differ from online charter schools in the United States, given a study partially funded by a private pro-charter foundation found students attending those schools lost an average of about 72 days of learning in reading, and 180 days of learning in maths during the course of a 180-day school year? CATHERINE DELAHUNTY to the Minister for the Environment: Will he commit to a regulatory regime that includes swimmable rivers in light of the comment from a Havelock North café owner who said that, “we’d trade all the compensation in the world if it would spur the Government into tidying up or cleaning up the waterways”? IAIN LEES-GALLOWAY to the Minister of Immigration: How many of the 209,000 work visas issued last year were for occupations on one of the Essential Skills in Demand lists? JONO NAYLOR to the Minister of Police: What is the Police doing to assist potential victims of family violence? STUART NASH to the Minister of Police: Does she believe that the Police have enough resources to implement their part of the Prime Minister’s 2009 promise to use the full force of the Government’s arsenal to “confront the P problem” given that P is cheaper, and as easy as it was to get in 2008? PAUL FOSTER-BELL to the Minister for Primary Industries: What recent reports has he received on growth in wine exports?

Images, UC QuakeStudies

An image suggesting how watching the Cricket World Cup Final can be an opportunity to keep learning. The image suggests using the match to learn and talk about cricket vocabulary and players. The image is from the 'World Cup Final Survival Guide' which depicted ways to practice the Five Ways to Wellbeing while watching the match. All Right? posted the image on their Facebook page on 27 March 2015 at 3:19pm.

Images, UC QuakeStudies

An image encouraging people to keep learning. The image depicts an 'All Rightie' balancing on a yoga mat with a cat and reads, "Tried something a little different lately? Having a go at something new builds confidence and a healthy mind." The image was from phase 2 of the All Right? campaign, promoting the Five Ways to Wellbeing. The Five Ways to Wellbeing is a simple, evidence-based approach to improving wellbeing, promoted by the Mental Health Foundation.

Images, UC QuakeStudies

Alan Hoskin, a member of the University of Canterbury's E-Learning team, in their temporary office in the James Hight building. The photographer comments, "First looks at our new temporary (maybe) office space. Our group will stay here until April or May 2011, then will move to another floor in the Central Library. 700 hall with Alan. The corridor has a small seminar room at the end, and our offices on the right. To the left is the open sitting and reception area; we're trying to think of ways to make use of this".

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Looking across the centre desks to the advisers' area".

Images, UC QuakeStudies

The entrance to KB02, the University of Canterbury's Digital Media Group temporary office in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. The front doors. We'll need to advertise our presence once we're settled in".

Images, UC QuakeStudies

The University of Canterbury's E-Learning team's temporary office in the James Hight building. The photographer comments, "First looks at our new temporary (maybe) office space. Our group will stay here until April or May 2011, then will move to another floor in the Central Library. My desk. I hope to get blinds to cover this internal window. Later - blinds are not allowed, so I rotated the desk 180 degrees. My back is now facing the window, but I'm far enough away that people won't be able to read my screens - and I don't have to look at people looking at me".

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Looking along the south wall, Herbert Thomas and Susan Tull already settled in and working".

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Nikki Saunders, Lei Zhang (on the far wall), Nathan Gardiner and Blair - unpacking and settling in".

Videos, UC QuakeStudies

A video of a presentation by Elizabeth McNaughton during the fourth plenary of the 2016 People in Disasters Conference. McNaughton is the Director of the Canterbury Earthquake Recovery Learning and Legacy programme at the Department of the Prime Minister and Cabinet. The presentation is titled, "Leading in Disaster Recovery: A companion through the chaos".The abstract for this presentation reads as follows: Leading in disaster recovery is a deeply human event - it requires us to reach deep inside of ourselves and bring to others the best of who we can be. It's painful, tiring, rewarding and meaningful. The responsibility can be heavy and at times leaders feel alone. The experienced realities of recovery leadership promoted research involving over 100 people around the globe who have worked in disaster recovery. The result is distilled wisdom from those who have walked in similar shoes to serve as a companion and guide for recovery leaders. The leadership themes in Leading in Disaster Recovery: A companion through the chaos include hard-won, honest, personal, brave insights and practical strategies to serve and support other recovery leaders. This guidance is one attempt amongst many others to change the historic tendency to lurch from disaster to disaster without embedding learning and knowledge - something we cannot afford to do if we are to honour those whose lives have been lost or irreversibly changed by disaster. If we are to honour the courageous efforts of those who have previously served disaster-impacted communities we would be better abled to serve those impacted by future disasters.

Research papers, University of Canterbury Library

This chapter will draw on recent literature and practice experience to discuss the nature of field education in Aotearoa New Zealand. Social work education in this country is provided by academic institutions that are approved by the Social Workers Registration Board. The field education curriculum is therefore shaped by both the regulatory body and the tertiary institutions. Significant numbers of students undertake field education annually which places pressure on industry and raises concerns as to the quality of student experience. Although the importance of field education is undisputed it remains poised in a liminal space between the tertiary education and social service sectors where it is not sufficiently resourced by either. This affects the provision of practice placements as well as the establishment of long-term cross-sector partnerships. Significant events such as the 2010 and 2011 Christchurch earthquakes and recent terrorist attacks have exposed students to different field education experiences signalling the need for programmes to be responsive. Examples of creative learning opportunities in diverse environments, including in indigenous contexts, will be described. Drawing upon recent research, we comment on student and field educator experiences of supervision in the field. Recommendations to further develop social work field education in Aotearoa New Zealand relate to resourcing, infrastructure and quality, support for field educators, and assessment.

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Nick Calvert from the video-conferencing team, Blair and Paul Nicholls behind. Nathan Gardiner with his head in a box".

Research papers, University of Canterbury Library

INTRODUCTION This project falls under the Flagship 3: Wellington Coordinated Project. It supports other projects within FP3 to create a holistic understanding of risks posed by collapsed buildings due to future earthquake/s and the secondary consequences of cordoning in the short, mid and long term. Cordoning of the Christchurch CBD for more than two years and its subsequent implications on people and businesses had a significant impact on the recovery of Christchurch. Learning from this and experiences from the Kaikōura earthquake (where cordons were also established around selected buildings, Figure 3) have highlighted the need to understand the effects of cordons and plan for it before an earthquake occurs

Videos, UC QuakeStudies

A video of a presentation by Antony Gough, New Zealand property developer, 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?"

Videos, UC QuakeStudies

A video of a panel discussion at the 2016 Seismics in the City Conference. The panel is titled, "Engaging: Generating Community Input and Feedback".Leanne Curtis of Breakthrough Services, Evan Smith, Programme Manager of Eastern Vision, and André Lovatt, CEO of the Arts Centre, present case studies.The theme of the panel reads, "'Regenerate Christchurch must and will engage with the community around what will be done' (André Lovatt, Chair, Regenerate Christchurch). Learning from the past by tapping the wisdom of communities and applying the lessons to the future as we shape the new city."

Research papers, University of Canterbury Library

On the second day of teaching for 2011, the University of Canterbury (UC) faced the most significant crisis of its 138-year history. After being shaken severely by a magnitude 7.1 earthquake on 4 September 2010, UC felt it was well along the pathway to getting back to ‘normal’. That all changed at 12:51pm on 22 February 2011, when Christchurch city was hit by an even more devastating event. A magnitude 6.3 (Modified Mercalli intensity ten – MM X) earthquake, just 13km south-east of the Christchurch city centre, caused vertical peak ground accelerations amongst the highest ever recorded in an urban environment, in some places more than twice the acceleration due to gravity. The earthquake caused immediate evacuation of the UC campus and resulted in significant damage to many buildings. Thankfully there were no serious injuries or fatalities on campus, but 185 people died in the city and many more suffered serious injuries. At the time of writing, eighteen months after the first earthquake in September, Christchurch is still experiencing regular earthquakes. Seismologists warn that the region may experience heightened seismicity for a decade or more. While writing this report we have talked with many different people from across the University. People’s experiences are different and we have not managed to talk with everyone, but we hope that by drawing together many different perspectives from across the campus that this report will serve two purposes; to retain our institutional memory of what we have learnt over the past eighteen months, and also to share our learnings with other organisations in New Zealand and around the world who, we hope, will benefit from learning about our experience.

Videos, UC QuakeStudies

A video of a presentation by André Lovatt, Chair of Regenerate Christchurch, 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?"

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?"

Videos, UC QuakeStudies

A video of a presentation by Peter Townsend, CEO of the Canterbury Employers' Chamber of Commerce, 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?"

Videos, UC QuakeStudies

A video of a presentation by Hon. Lianne Dalziel, Mayor of Christchurch, 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?"

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Looking up the centre of the room towards the front doors. The video conferencing team and Nikki Saunders, the course reader publisher, sit here. (The pizzas are for a moving-in celebration held just after I took these photos.)

Videos, UC QuakeStudies

A video of a presentation by Hon. Nicky Wagner, Associate Minister for Canterbury Earthquake Recovery, 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?"

Articles, UC QuakeStudies

The Canterbury earthquakes destroyed the Christchurch CBD and caused massive disruption to business across the region. There was an urgent need to support business survival and foster economic recovery. Recover Canterbury is a hub providing seamless support for businesses affected by the earthquakes, giving them easy access to government and commercial expertise in a one-stop shop.

Research papers, Lincoln University

4th September 2010 a 7.1 magnitude earthquake strikes near Christchurch, New Zealand’s second largest city of approximately 370,000 people. This is followed by a 6.3 magnitude quake on 22nd February 2011 and a 6.4 on 13th June. In February 181 people died and a state of national emergency was declared from 23 February to 30th April. Urban Search and Rescue teams with 150 personnel from New Zealand and 429 from overseas worked tirelessly in addition to Army, Police and Fire services. Within the central business district 1,000 buildings (of 4,000) are expected to be demolished. An estimated 10,000 houses require demolition and over 100,000 were damaged. Meanwhile the over 7,000 aftershocks have become part of the “new normal” for us all. During this time how have libraries supported their staff? What changes have been made to services? What are the resourcing opportunities? This presentation will provide a personal view from Lincoln University, Te Whare Wanaka o Aoraki, Library Teaching and Learning. Lincoln is New Zealand's third oldest university having been founded in 1878. Publicly owned and operated it is New Zealand's specialist land-based university. Lincoln is based on the Canterbury Plains, 22 kilometres south of Christchurch. On campus there was mostly minor damage to buildings while in the Library 200,000 volumes were thrown from the shelves. I will focus on the experiences of the Disaster Team and on our experiences with hosting temporarily displaced staff and students from the Christchurch Polytechnic Institute of Technology, Library, Learning & Information Services. Experiences from two other institutions will be highlighted: Christchurch City Libraries, Ngā Kete Wānanga-o-Ōtautahi. Focusing on the Māori Services Team and the Ngā Pounamu Māori and Ngāi Tahu collections. The Central library located within the red zone cordon has been closed since February, the Central library held the Ngā Pounamu Māori and Ngai Tahu collections, the largest Māori collections in the Christchurch public library network. The lack of access to these collections changed the way the Māori Services Team, part of the larger Programmes, Events and Learning Team at Christchurch City Libraries were able to provide services to their community resulting in new innovative outreach programmes and a focus on promotion of online resources. On 19th December the “temporary” new and smaller Central library Peterborough opened. The retrieved Ngā Pounamu Māori and Ngai Tahu collections "Ngā rakau teitei e iwa”, have since been re-housed and are once again available for use by the public. Te Rūnanga o Ngāi Tahu. This organisation, established by the Te Rūnanga o Ngāi Tahu Act 1996, services the statutory rights for the people of Ngāi Tahu descent and ensures that the benefits of their Treaty Claim Settlement are enjoyed by Ngāi Tahu now and in the future. Ngāi Tahu are the indigenous Māori people of the southern islands of New Zealand - Te Waipounamu. The iwi (people) hold the rangatiratanga or tribal authority to over 80 per cent of the South Island. With their headquarters based in the central business they have also had to be relocated to temporary facilities. This included their library/archive collection of print resources, art works and taonga (cultural treasures).

Videos, UC QuakeStudies

A video of a panel discussion at the 2016 Seismics in the City Conference. The panel is titled, "Engaging: Generating Community Input and Feedback".Leanne Curtis of Breakthrough Services, Evan Smith, Programme Manager of Eastern Vision, and André Lovatt, CEO of the Arts Centre, respond to questions from the floor. Brendon Burns, of Brendon Burns and Associates, facilitates the discussion.The theme of the panel reads, "'Regenerate Christchurch must and will engage with the community around what will be done' (André Lovatt, Chair, Regenerate Christchurch). Learning from the past by tapping the wisdom of communities and applying the lessons to the future as we shape the new city."

Videos, UC QuakeStudies

A video of André Lovatt, Chair of Regenerate Christchurch, Hugh Cowan, General Manager of Reinsurance, Research and Education at EQC, and developer Antony Gough responding to questions from the floor 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?"

Research papers, The University of Auckland Library

This thesis presents the application of data science techniques, especially machine learning, for the development of seismic damage and loss prediction models for residential buildings. Current post-earthquake building damage evaluation forms are developed for a particular country in mind. The lack of consistency hinders the comparison of building damage between different regions. A new paper form has been developed to address the need for a global universal methodology for post-earthquake building damage assessment. The form was successfully trialled in the street ‘La Morena’ in Mexico City following the 2017 Puebla earthquake. Aside from developing a framework for better input data for performance based earthquake engineering, this project also extended current techniques to derive insights from post-earthquake observations. Machine learning (ML) was applied to seismic damage data of residential buildings in Mexico City following the 2017 Puebla earthquake and in Christchurch following the 2010-2011 Canterbury earthquake sequence (CES). The experience showcased that it is readily possible to develop empirical data only driven models that can successfully identify key damage drivers and hidden underlying correlations without prior engineering knowledge. With adequate maintenance, such models have the potential to be rapidly and easily updated to allow improved damage and loss prediction accuracy and greater ability for models to be generalised. For ML models developed for the key events of the CES, the model trained using data from the 22 February 2011 event generalised the best for loss prediction. This is thought to be because of the large number of instances available for this event and the relatively limited class imbalance between the categories of the target attribute. For the CES, ML highlighted the importance of peak ground acceleration (PGA), building age, building size, liquefaction occurrence, and soil conditions as main factors which affected the losses in residential buildings in Christchurch. ML also highlighted the influence of liquefaction on the buildings losses related to the 22 February 2011 event. Further to the ML model development, the application of post-hoc methodologies was shown to be an effective way to derive insights for ML algorithms that are not intrinsically interpretable. Overall, these provide a basis for the development of ‘greybox’ ML models.

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.