Prior to the devastating 2010 and 2011 earthquakes in Christchurch, New Zealand, the University of Canterbury (UC) was renowned for its graduates’ academic preparation and its staff’s research outputs. The town/gown relationship was aloof and strained due to UC’s move from the CBD in the 1970s and students being seen as troublemakers. Despite its vision of people prepared to make a difference, the University’s students and staff were not seen as making a difference in the local community or as being engaged citizens.
This changed when over 9,000 UC students mobilized themselves into the Student Volunteer Army to provide immediate relief across Christchurch following the four major quakes of 2010 and 2011. Suddenly, UC students were seen as saviors, not miscreants and a focus on citizenship education as part of the University’s strategic direction began to take shape.
Based on qualitative and quantitative research conducted at UC over the past four years, this interactive presentation will highlight the findings, conclusions, and implications of how the University has been transformed into a recognized, international leader in citizenship education. By integrating students’ community service into their academic studies, the University has changed its persona while students have gained academically, civically, and personally.
The Bachelor of Youth and Community Leadership (BYCL) was launched by the University of Canterbury (UC) in 2020. The genesis of this new degree was a Stage One service-learning course that, in turn, arose from the innovative and active response of many of the university’s students in the aftermath of the Christchurch earthquakes in 2010 and 2011. That innovative action saw the formation of the Student Volunteer Army as well as the adoption of a new set of Graduate Attributes for every undergraduate at the university. The idea of a specialist undergraduate degree that captured this unique chain of events began to take form from 2016. The resulting degree was developed as a flexible, transdisciplinary programme for young (and not so young) leaders wanting an academic grounding for their passions in community leadership and social action. In 2020, the inaugural intake of students commenced their studies. In this reflection, we discuss our experience of teaching within the BYCL for the first time, using a collaborative approach to teaching that we based on what we understand, individually and collectively, to draw on principles of democratic pedagogy.
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.
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.
On 22 February 2011, the second day of the first semester, a devastating magnitude 6.2 earthquake struck the city of Christchurch forcing the campus of the University of Canterbury to close for several weeks. Here, we report on the sudden curriculum and assessment overhaul that needed to be implemented using two large, first-year introductory courses as case studies. We discuss the reasoning and justifications behind these changes, as well as the logistics of this process. We draw conclusions based on student feedback and assessments and formulate lessons learnt.
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.
Improving community resilience requires a way of thinking about the nature of a community. Two complementary aspects are proposed: the flows connecting the community with its surrounding environment and the resources the community needs for its ongoing life. The body of necessary resources is complex, with many interactions between its elements. A systems approach is required to understand the issues adequately. Community resilience is discussed in general terms together with strategies for improving it. The ideas are then illustrated and amplified by an extended case study addressing means of improving the resilience of a community on the West Coast of New Zealand to natural disasters. The case study is in two phases. The first relies on a mix of on-the-ground observations and constructed scenarios to provide recommendations for enhancing community resilience, while the second complements the first by developing a set of general lessons and issues to be addressed from observations of the Christchurch earthquakes of 2010 and 2011.
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.
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.
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)?
Dr JIAN YANG to the Minister of Finance: What changes has the Government made in recent years to make the tax system fairer and to help families and businesses get ahead?
Rt Hon WINSTON PETERS to the Minister of Internal Affairs: On what basis was the recall and cancellation of New Zealand Passport LN138690 undertaken?
Hon DAVID PARKER to the Associate Minister of Finance: Does he still believe that a 33 cent top marginal income tax rate is the reason for fewer departures to Australia in 2014?
CATHERINE DELAHUNTY to the Minister of Education: Did she write a new preference factor for Partnership School applicants on the 14 November education report "Confirming Round Two of Applications to Operate Partnership Schools"; if so, on what advice?
CHRIS AUCHINVOLE to the Minister of Conservation: What reports has he received on the extent of the damage to West Coast forests from Cyclone Ita and what estimates are there of the area affected and the volume of wood felled?
PHIL TWYFORD to the Minister of Housing: How many homes out of the 5,000 earthquake damaged Housing New Zealand homes have completed repairs as part of its Repair 5000 programme?
TIM MACINDOE to the Minister of Education: What recent announcements has she made to celebrate and recognise highly effective and innovative practice happening across the education system?
Hon PHIL GOFF to the Minister of Defence: Has there been a reduction in the capacity of the Army in the last three years to sustain an overseas deployment; if so, why?
MELISSA LEE to the Minister for Social Development and Employment: What support is the Ministry of Social Development providing to people in Christchurch still dealing with the impact of the earthquakes?
GARETH HUGHES to the Minister of Conservation: Does he agree with the statement given on behalf of the Minister of Energy and Resources that "there has not been a single observation of a Māui's dolphin in the block offer area"?
CAROL BEAUMONT to the Minister of Justice: Given the magnitude of the problem of family violence, is it acceptable to her that none of the Family Violence Death Review Committee's recommendations from their last annual report have been completed, and no action has been taken on a number of recommendations around funding family violence training for professionals, and addressing the need for better multi-agency practice addressing family violence?
KANWALJIT SINGH BAKSHI to the Minister of Statistics: What is the Government doing to modernise the next census?
A natural disaster will inevitably strike New Zealand in the coming years, damaging educational facilities. Delays in building quality replacement facilities will lead to short-term disruption of education, risking long-term inequalities for the affected students. The Christchurch earthquake demonstrated the issues arising from a lack of school planning and support. This research proposes a system that can effectively provide rapid, prefabricated, primary schools in post-disaster environments. The aim is to continue education for children in the short term, while using construction that is suitable until the total replacement of the given school is completed. The expandable prefabricated architecture meets the strength, time, and transport requirements to deliver a robust, rapid relief temporary construction. It is also adaptable to any area within New Zealand. This design solution supports personal well-being and mitigates the risk of educational gaps, PTSD linked with anxiety and depression, and many other mental health disorders that can impact students and teachers after a natural disaster.
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
Hon NANAIA MAHUTA to the Minister of Education: Is it still her strategy in education to "focus on teaching and learning quality" and "transparent accountabilities"?
MAGGIE BARRY to the Minister of Finance: What progress is the Government making in supporting jobs and economic growth?
EUGENIE SAGE to the Minister for the Environment: Does she stand by her statement that, "My preference will always be for all our sites to be safe for swimming"?
CHARLES CHAUVEL to the Attorney-General: Who, other than himself and the Prime Minister, was present at the discussion on the Government Communications Security Bureau's unlawful surveillance of Mr Dotcom?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: What reports has he received on the outlook for increased employment opportunities in the rebuilding of Greater Christchurch?
Rt Hon WINSTON PETERS to the Prime Minister: Does he think it is important that his Ministers, including himself, come to the House prepared to give honest answers?
DARIEN FENTON to the Minister of Labour: How will employers know whether a job applicant aged 18 or 19 has been receiving a benefit for 6 months or more in order to pay the Government's starting-out wage?
TIM MACINDOE to the Minister for Social Development: What announcements has she made on the new Children's Teams which form part of the Government's White Paper for Vulnerable Children?
Dr DAVID CLARK to the Prime Minister: Does he stand by his comment that Government computer systems "can't actually support radical changes from Government"?
Hon TAU HENARE to the Minister of Customs: How successful has SmartGate technology been at processing passengers at the border?
CHRIS HIPKINS to the Minister of Education: How long will boards of trustees of the schools she proposes to close or merge in Christchurch have to consult with their local communities before they are required to provide feedback to her ahead of a final decision?
CATHERINE DELAHUNTY to the Minister of Education: Does she stand by her statement to schools, about their obligation under the Official Information Act 1982, that, "New Zealand is an open and transparent democracy. They [schools] are required to release this information. You are public entities."?
“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.
ANDREW LITTLE to the Prime Minister: Does he stand by his statement that “Nick Smith has dealt with some of the most complex problems of resource law and housing more successfully than any other politician here could have”; if so, in what ways, if any, does he think the housing situation for New Zealanders has improved under Hon Nick Smith?
BRETT HUDSON to the Minister of Finance: What steps is the Government taking to improve productivity in the public service?
MARAMA FOX to the Minister of Health: Does he agree with counsellor Andrew Hopgood, regarding P addicts, that “… a lack of detox and live-in rehabilitation centres limits options for addicts seeking help”; if so, what is he doing to address this shortage?
JONATHAN YOUNG to the Minister for Economic Development: What update can he give on ways the Government is supporting economic development in the Gisborne region?
CHRIS HIPKINS to the Associate Minister of Education: How many schools across the country are currently using libraries, halls, and other areas not intended for regular teaching as temporary classrooms?
ANDREW BAYLY to the Minister of Justice: What recent announcements has she made regarding phase two of the anti-money laundering and counter-financing of terrorism regime?
CATHERINE DELAHUNTY to the Minister for the Environment: Will he put a moratorium on bottled water exports, in response to a 15,000 strong petition and nationwide rallies on water issues taking place today?
KELVIN DAVIS to the Minister for Māori Development: Does he have confidence that his leadership of Te Puni Kōkiri and its programmes are resulting in the best outcomes for Māori?
MAUREEN PUGH to the Minister of Education: What announcements has she made about the Government’s education-related Better Public Services targets?
Dr DAVID CLARK to the Minister of Health: How much did the Canterbury District Health Board receive from the Government for mental health and addiction services support in response to the Kaikōura earthquake, after paying off the debt of Kaikōura’s health centre?
Rt Hon WINSTON PETERS to the Minister of Foreign Affairs: Does he stand by all his statements; if so, why?
Dr PARMJEET PARMAR to the Minister for Disability Issues: What recent announcements has she made regarding a nationwide transformation of the disability support system?
METIRIA TUREI to the Minister of Education: In relation to the proposed school closures in Christchurch, does she agree with Manning Intermediate head Richard Chambers that "The Minister promised us that we would have two years no matter what. It was a guarantee she made to our community repeatedly, it was unequivocal"?
MAGGIE BARRY to the Minister of Finance: What reports has he received on the New Zealand economy?
DAVID SHEARER to the Prime Minister: Does he have confidence in all his Ministers?
Dr CAM CALDER to the Minister of Education: In the context of the Government's Christchurch schools announcement, what is the process going forward?
Hon CLAYTON COSGROVE to the Minister for Building and Construction: Does he believe that the contracting system currently used in the construction industry works appropriately and fairly in circumstances of insolvency; if so, why?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: What progress is being made on making the Christchurch city centre safe for rebuilding?
IAIN LEES-GALLOWAY to the Prime Minister: Does he stand by all his statements on withdrawing troops from Afghanistan?
TIM MACINDOE to the Minister of Science and Innovation: How is the Government focussing New Zealand's science funding investment, and encouraging Kiwis to get involved in science?
DAVID SHEARER to the Prime Minister: Does he stand by all his statements?
ALFRED NGARO to the Minister for the Community and Voluntary Sector: What recent announcements has she made regarding government support for volunteering?
EUGENIE SAGE to the Minister of Local Government: Does he have any concerns about the Hawkes Bay Regional Council's forecast of 530 percent increase in its debt by 2021/22?
Rt Hon WINSTON PETERS to the Prime Minister: Does he still have confidence in the Associate Minister of Health; if so, why?
Home address-based school zoning regulations are widely used in many countries as one means of selecting pupils and estimating future enrolment. However, there is little research regarding an alternative system of zoning for parents’ place of employment. Previous research has failed to analyse potential impacts from workplace-based zoning, including negating the effects of chain migration theory and settlement patterns to facilitate cultural integration, promoting the physical and mental wellbeing of families by enabling their close proximity during the day, as well as positive results concerning a volatile real estate market. As the modern family more often consists of one or both parents working full-time, the requirement of children to attend school near their home may not be as reasonably convenient as near their parents’ workplace. A case study was performed on one primary school in Christchurch, consisting of surveys and interviews of school stakeholders, including parents and staff, along with GIS mapping of school locations. This found deeper motivations for choosing a primary school, including a preference for cultural integration and the desire to school children under 14 years near their parents’ place of employment in case of illness or earthquake. These data suggest that the advantages of workplace-based zoning may be worth considering, and this thesis creates a framework for the Ministry of Education to implement this initiative in a pilot programme for primary schools in Christchurch.
TODD McCLAY to the Minister of Finance: What progress has the Government made with its economic programme in 2012?
Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his promise to New Zealanders that "I expect high standards from my Ministers … if they don't meet the standards I set then obviously I will take action if necessary"?
DAVID SHEARER to the Prime Minister: Does he stand by all his statements and have confidence in the statements of all his Ministers?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: How is the Government delivering a strong and effective recovery for greater Christchurch following the earthquakes?
CHARLES CHAUVEL to the Minister of Justice: What are the specific "assumptions" based on "incorrect facts" demonstrating some "misunderstanding of New Zealand law" that she alleges are contained in the report of Justice Binnie concerning the application by Mr Bain for compensation for wrongful conviction and imprisonment?
Dr PAUL HUTCHISON to the Minister of Health: What progress has the Government made on its national preventive health targets this year?
Rt Hon WINSTON PETERS to the Prime Minister: Why does he have confidence in the Minister for Whānau Ora?
KRIS FAAFOI to the Minister of Police: Is she committed to all of her promises in regards to the New Zealand Police?
TIM MACINDOE to the Minister of Justice: What progress has been made towards achieving Better Public Services across the justice sector?
HONE HARAWIRA to the Minister of Education: Does she accept the finding of the Children's Commissioner's Expert Advisory Group on Solutions to Child Poverty that a government funded food programme in low-decile schools is a simple, do-able, and low-cost solution to help children in poverty learn and achieve at school, and the recommendation that Government design and implement such a programme; if not, why not?
CHRIS HIPKINS to the Minister of Education: Does she believe that her consultation process around the possible closure of residential special schools provided all those affected with an opportunity to have a meaningful say and have that say properly considered; if so, why?
MELISSA LEE to the Minister for Social Development: What progress has the Government made in 2012 to shift the focus of our welfare system to one that is active, work focused and delivers better outcomes for New Zealanders?
TODD McCLAY to the Minister of Finance: What progress has the Government made with its economic programme in 2012?
Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his promise to New Zealanders that "I expect high standards from my Ministers … if they don't meet the standards I set then obviously I will take action if necessary"?
DAVID SHEARER to the Prime Minister: Does he stand by all his statements and have confidence in the statements of all his Ministers?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: How is the Government delivering a strong and effective recovery for greater Christchurch following the earthquakes?
CHARLES CHAUVEL to the Minister of Justice: What are the specific "assumptions" based on "incorrect facts" demonstrating some "misunderstanding of New Zealand law" that she alleges are contained in the report of Justice Binnie concerning the application by Mr Bain for compensation for wrongful conviction and imprisonment?
Dr PAUL HUTCHISON to the Minister of Health: What progress has the Government made on its national preventive health targets this year?
Rt Hon WINSTON PETERS to the Prime Minister: Why does he have confidence in the Minister for Whānau Ora?
KRIS FAAFOI to the Minister of Police: Is she committed to all of her promises in regards to the New Zealand Police?
TIM MACINDOE to the Minister of Justice: What progress has been made towards achieving Better Public Services across the justice sector?
HONE HARAWIRA to the Minister of Education: Does she accept the finding of the Children's Commissioner's Expert Advisory Group on Solutions to Child Poverty that a government funded food programme in low-decile schools is a simple, do-able, and low-cost solution to help children in poverty learn and achieve at school, and the recommendation that Government design and implement such a programme; if not, why not?
CHRIS HIPKINS to the Minister of Education: Does she believe that her consultation process around the possible closure of residential special schools provided all those affected with an opportunity to have a meaningful say and have that say properly considered; if so, why?
MELISSA LEE to the Minister for Social Development: What progress has the Government made in 2012 to shift the focus of our welfare system to one that is active, work focused and delivers better outcomes for New Zealanders?
PHIL TWYFORD to the Minister for Building and Construction: Does he agree with Mainfreight founder and Chairman Bruce Plested that housing is a “social disgrace”, that the market cannot sort out this problem, and that real leadership and intestinal fortitude is needed now?
JONATHAN YOUNG to the Minister of Finance: What reports has he received on real after-tax wages rising in New Zealand?
CHRIS HIPKINS to the Minister of Education: Will she apologise on behalf of the Government for the flawed handling of the Canterbury school mergers and closures after the 2011 earthquakes; if not, why not?
ANDREW BAYLY to the Minister for Building and Construction: What progress has the Government made in improving the tenancy laws and guidance for dealing with the problem of methamphetamine testing and contamination?
CARMEL SEPULONI to the Associate Minister for Social Housing: What motels has the Government purchased in response to the increased emergency housing demand, and how much has this cost?
RON MARK to the Prime Minister: Does he stand by all his statements on the Clutha-Southland electorate office issue even if facts known to him make doing so extraordinarily difficult?
MAUREEN PUGH to the Minister of Corrections: How is Budget 2017 investing in rehabilitation and reintegration outcomes for offenders?
Hon DAVID PARKER to the Minister of Local Government: Does she agree with the Prime Minister’s answer yesterday that drinking-water contamination in Havelock North was “about local government performance and overseeing ratepayer-funded assets whose purpose is to deliver clean and healthy water to its local people. The extensive inquiry into that incident was warranted by widespread illness in the area ... it is about local body performance in overseeing their clean water system”?
BRETT HUDSON to the Minister of Local Government: What recent announcements has she made regarding Wellington’s resilience to natural hazards?
JULIE ANNE GENTER to the Minister of Transport: Will the Government start building rail to the airport sooner if Auckland hosts the next America’s Cup regatta or will Aucklanders still have to wait 30 years?
STUART NASH to the Minister of Police: Does she have any concerns about any of the results of the New Zealand Police Workplace Survey 2017; if so, what in particular?
ALASTAIR SCOTT to the Associate Minister of Education: What recent announcements has he made to improve school infrastructure in the Wairarapa?
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.
Fear and humour increasingly drive the TV news. What was the most radical thing you did at school? Some Rangitoto College year 13 girls are upset they're being told to dress more modestly.Students and parents are accusing the school of encouraging "rape culture".A senior staff member from the school is said to have told Year 13 girls that what they're wearing is proving a distraction to their male teachers. Western Springs College which is also in Auckland has been mufti since the 1980s their principal Ivan Davis talks about their attitude to dress code. Displaced residents of Merivale Retirement village in Christchurch were told that they need to move out by April 1. A new facility that has replaced the earthquake damaged one won't have enough beds for everyone. The CEO of Age Concern Canterbury Simon Templeton talks about what measures are in place to look after these vulnerable elderly people. Thirty-six per cent of 16-24 year-olds in full-time education in the UK are not touching booze. They're joining teetotal clubs and opting for alcohol-free accomodation. High levels of debt and the pressure to do well means that students are going out less. Will alchol go completely out of fashion one day? The Nest security alarm system has a microphone in it. Although you probably wouldn't know that because it's not stated on the gadget's specifications. It's a Google product and the company says it never meant to keep the listening devices a secret. UK privacy campaign group Big Brother Watch says it's deceptive and it's normalising the disturbing notion of tech giants constant listening within the privacy of our homes.
TE URUROA FLAVELL to the Minister of Justice: Is she satisfied with the Electoral Commission's engagement with whanau, hapū, iwi and marae around the 2013 Māori Electoral Option; if so, what advice has she received that would explain why halfway through the process there are only 5,000 new enrolments?
DAVID SHEARER to the Prime Minister: On what date was he, his office or the Department of Prime Minister and Cabinet first informed that David Henry would not meet his deadline of the end of May as set out in the terms of reference for reporting back and what reason did Mr Henry provide for the delay?
KATRINA SHANKS to the Minister of Finance: What do recent indicators show about the economy's performance this year and its outlook for the next three to four years?
DAVID SHEARER to the Prime Minister: Has he received any information that shows foreign intelligence agencies are routinely collecting emails, other communication or location data on New Zealand citizens and residents while they are in New Zealand; if so, has the resulting information been passed on to the Government Communications Security Bureau?
ALFRED NGARO to the Minister of Education: What recent announcement has she made about achievement against National Standards?
METIRIA TUREI to the Minister for Economic Development: Will the Government sign the legal contract between it and SkyCity for the SkyCity Convention Centre this week; if not, when will it sign this agreement?
JAMI-LEE ROSS to the Minister of Housing: What policy conclusions, if any, does the Government draw from Priced Out – How New Zealand Lost its Housing Affordability and how consistent are its findings with those of the 2012 Productivity Commission Report on housing affordability?
Hon ANNETTE KING to the Minister of Health: Does he stand by all his statements on health; if not, why not?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: How will the Government support the redevelopment and repopulation of the Christchurch Central Business District following the Canterbury earthquakes?
CHRIS HIPKINS to the Minister of Education: Is she confident that the National Standards data being released today gives an accurate picture of student progress; if not, why not?
Rt Hon WINSTON PETERS to the Prime Minister: Did he discuss with David Henry the requirement for Mr Henry to see the full unedited electronic record connected with the Kitteridge report leak; if not, why not?
JOHN HAYES to the Minister of Customs: What information has he received regarding the success of automated passenger processing systems at the border?
Recent tsunami events have highlighted the importance of effective tsunami risk management strategies (including land-use planning, structural and natural mitigation, warning systems, education and evacuation planning). However, the rarity of tsunami means that empirical data concerning reactions to tsunami warnings and evacuation behaviour is rare when compared to findings for evacuations from other hazards. More knowledge is required to document the full evacuation process, including responses to warnings, pre-evacuation actions, evacuation dynamics, and the return home. 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 the timings of evacuations, rather than behaviours of those evacuating. In this research, survey data was gathered from coastal communities in Banks Peninsula and Christchurch, New Zealand, relating to behaviours and actions during the November 14th 2016 Kaikōura earthquake tsunami. Survey questions asked about immediate actions following the earthquake shaking, reactions to tsunami warnings, pre-evacuation actions, evacuation dynamics and details on congestion. This data was analysed to characterise trends and identify factors that influenced evacuation actions and behaviour, and was further used to develop a realistic evacuation model prototype to evaluate the capacity of the roading network in Banks Peninsula during a tsunami evacuation. The evacuation model incorporated tsunami risk management strategies that have been implemented by local authorities, and exposure and vulnerability data, alongside the empirical data collected from the survey. This research enhances knowledge of tsunami evacuation behaviour and reactions to tsunami warnings, and can be used to refine evacuation planning to ensure that people can evacuate efficiently, thereby reducing their tsunami exposure and personal risk.
Questions to Ministers and lt;br / and gt; and lt;br / and gt; 1. Hon ANNETTE KING to the Prime Minister: Is he satisfied that all systems set up pursuant to commitments he has given to assist residents following the Christchurch earthquake are appropriate and working? and lt;br / and gt; and lt;br / and gt; 2. DAVID BENNETT to the Minister of Finance: What do this morning's Reserve Bank economic forecasts show? and lt;br / and gt; and lt;br / and gt; 3. Hon DAVID CUNLIFFE to the Minister of Finance: By what amount has the Reserve Bank lowered the official cash rate today, and what reason has the Bank given for this action? and lt;br / and gt; and lt;br / and gt; 4. GARETH HUGHES to the Minister of Finance: What will be the impact of the recent fuel price rise on the New Zealand economy, including impacts on GDP, consumer spending and the current account? and lt;br / and gt; and lt;br / and gt; 5. Hon DAVID PARKER to the Acting Minister for Economic Development: Has he been advised by the Prime Minister whether his appointment as Acting Minister for Economic Development is temporary or expected to carry on to the election? and lt;br / and gt; and lt;br / and gt; 6. KATRINA SHANKS to the Minister of Transport: What action is the Government taking to improve Wellington's train network? and lt;br / and gt; and lt;br / and gt; 7. Hon DAMIEN O'CONNOR to the Prime Minister: Can he assure the families of those killed in the Pike River Mine disaster that Government funding will be available for the recovery of bodies, given the mine is now in receiver's hands. and lt;br / and gt; and lt;br / and gt; 8. COLIN KING to the Minister of Civil Defence: Is the Government satisfied with the provision of replacement toilets for earthquake-affected Christchurch residents? and lt;br / and gt; and lt;br / and gt; 9. CAROL BEAUMONT to the Minister of Women's Affairs: Can she outline a significant improvement for women initiated by the current Government? and lt;br / and gt; and lt;br / and gt; 10. ALLAN PEACHEY to the Minister of Education: What provisions have been made to ensure continuity of early childhood education and schooling in the Christchurch region since the 22 February earthquake? and lt;br / and gt; and lt;br / and gt; 11. Hon TREVOR MALLARD to the Minister for Communications and Information Technology: What advice did he receive on any perceived conflict of interest before he took part in the Cabinet decision that led to the deferral of the requirement for MediaWorks to pay its frequency licence to the Crown? and lt;br / and gt; and lt;br / and gt; 12. KANWALJIT SINGH BAKSHI to the Minister of Internal Affairs: What reports has he received on the progress of urban search and rescue and firefighter teams working in Christchurch following the 22 February earthquake?
A video of a presentation by Dr Erin Smith during the Community Resilience Stream of the 2016 People in Disasters Conference. The presentation is titled, "A Qualitative Study of Paramedic Duty to Treat During Disaster Response".The abstract for this presentation reads as follows: Disasters place unprecedented demands on emergency medical services and test paramedic personal commitment to the health care profession. Despite this challenge, legal guidelines, professional codes of ethics and ambulance service management guidelines are largely silent on the issue of professional obligations during disasters. They provide little to no guidance on what is expected of paramedics or how they ought to approach their duty to treat in the face of risk. This research explores how paramedics view their duty to treat during disasters. Reasons that may limit or override such a duty are examined. Understanding these issues is important in enabling paramedics to make informed and defensible decisions during disasters. The authors employed qualitative methods to gather Australian paramedic perspectives. Participants' views were analysed and organised according to three emerging themes: the scope of individual paramedic obligations, the role and obligations of ambulance services, and the broader ethical context. Our findings suggest that paramedic decisions around duty to treat will largely depend on their individual perception of risk and competing obligations. A reciprocal obligation is expected of paramedic employers. Ambulance services need to provide their employees with the best current information about risks in order to assist paramedics in making defensible decisions in difficult circumstances. Education plays a key role in providing paramedics with an understanding and appreciation of fundamental professional obligations by focusing attention on both the medical and ethical challenges involved with disaster response. Finally, codes of ethics might be useful, but ultimately paramedic decisions around professional obligations will largely depend on their individual risk assessment, perception of risk, and personal value systems.
Disasters can create the equivalent of 20 years of waste in only a few days. Disaster waste can have direct impacts on public health and safety, and on the environment. The management of such waste has a great direct cost to society in terms of labor, equipment, processing, transport and disposal. Disaster waste management also has indirect costs, in the sense that slow management can slow down a recovery, greatly affecting the ability of commerce and industry to re-start. In addition, a disaster can lead to the disruption of normal solid waste management systems, or result in inappropriate management that leads to expensive environmental remediation. Finally, there are social impacts implicit in disaster waste management decisions because of psychological impact we expect when waste is not cleared quickly or is cleared too quickly. The paper gives an overview of the challenge of disaster waste management, examining issues of waste quantity and composition; waste treatment; environmental, economic, and social impacts; health and safety matters; and planning. Christchurch, New Zealand, and the broader region of Canterbury were impacted during this research by a series of shallow earthquakes. This has led to the largest natural disaster emergency in New Zealand’s history, and the management of approximately 8 million tons of building and infrastructure debris has become a major issue. The paper provides an overview of the status of disaster waste management in Christchurch as a case study. A key conclusion is the vital role of planning in effective disaster waste management. In spite of the frequency of disasters, in most countries the ratio of time spent on planning for disaster waste management to the time spent on normal waste management is extremely low. Disaster waste management also requires improved education or training of those involved in response efforts. All solid waste professionals have a role to play to respond to the challenges of disaster waste management.
<b>Aotearoa has undoubtedly some of the most beautiful landscapes in the world, a privilege for its inhabitants. However, as our cities have developed post-colonisation, the connection between the natural environment and its occupants has diminished. Designers play a vital role within an ever evolving world to progress the built environment in a way that reflects and restores vital values that have been deprioritised. Future practice should prioritise diversity, care for the land, enhancement of community space, and sustainable practices.</b>
This research sets out to demonstrate that new design methodologies can encourage kaitiakitanga, whilst meeting the needs of urban public space. Initially through critical analysis and literature based research, a study of Ōtautahi Christchurch, the South Island’s largest city, was undertaken. The principles of a ‘15 minute city’ were also explored and applied to the city, establishing issues within the built environment that drove the overall research direction.
Through the tools of critical reflection and a research through design methodology, a design toolkit was constructed. This toolkit sets out to provide designers with a simple streamlined method of developing urban interventions that are sustainable and beneficial for human well-being. The toolkit incorporates an abstraction of the ‘15 minute city’ ideology and introduces the concepts of evolving green transportation routes within cities. Ōtautahi Christchurch, a city with a significant history of earthquake-caused damage, was chosen as the primary site for the application of this research’s proposed toolkit. The city becomes a canvas for an urban rebuild that explores and aims to set a precedent for a progressive 21st-century city.
A key finding as the toolkit research developed was the idea of a ‘temporary’ phase or intervention, being added to traditional design methodologies prior to permanent building. The research explains how this temporary phase could more actively engage diverse user groups and create active conversations between communities and designers.
The refined toolkit sets outs proposed timeline phases, methods of site analysis and development of design drivers. Alongside this, a modular architectural system establishes a design proposal for the temporary phase of an individual site within an evolving green route. This outcome provides further opportunity for realistic testing, which would actively involve communities and aims to shift our priorities within urban development. The introduction of the ‘temporary’ phase is beneficial in mitigating psychological implications on people and limiting physical impacts on the landscape.
The final design stage of the thesis applied the toolkit process to three sites in Ōtautahi Christchurch. Through a holistic lens, the toolkit framework set out methods to collate information that provides guidance for development on the sites. While some layers are initiated simply by recognising site characteristics, others are informed through software such as GIS.
Connected by a proposed green transport route, the three initial sites are developed with temporary interventions that utilise the modular design set out previously in the research. Contextualising the interventions on real world sites tested the flexibility of the system and allowed for critical reflection on the applicability of the toolkit to Aotearoa.
The research concludes by identifying future research opportunities and speculates on possible applications of its findings within the real world. Temporary Permanence highlights the significant role that we, as designers, have in shifting urban priorities to create more holistic, sustainable, and inclusive cities for people and the planet.
Questions to Ministers
1. Hon ANNETTE KING to the Minister of Finance: When he said recently "where the Government does have some influence, we are working hard to keep prices low", which prices was he referring to?
2. DAVID BENNETT to the Minister of Finance: What are some of the likely impacts on the Government's finances of the Christchurch earthquake?
3. Hon DAVID PARKER to the Acting Minister for Economic Development: Does he stand by all his statements on economic development?
4. Dr JACKIE BLUE to the Minister for ACC: How many claims has ACC received since the tragic earthquake on 22 February and what steps has the Government taken to facilitate prompt compensation for those seriously injured?
5. Hon MARYAN STREET to the Minister of Civil Defence: What is the basis for according priority to entry of the red zone in the Christchurch central business district?
6. NIKKI KAYE to the Minister for Social Development and Employment: What support is the Government giving to non-government organisations in Christchurch affected by the earthquake?
7. Hon TREVOR MALLARD to the Prime Minister: What role did he or his department play in the decision to shift the Rugby World Cup quarter finals, from AMI Stadium to Eden Park?
8. JACQUI DEAN to the Minister of Corrections: What progress has been made toward the Government's commitment to encourage private sector investment in the New Zealand corrections system?
9. Hon DARREN HUGHES to the Minister for Tertiary Education: What specific policy changes has the Government made to increase the number of apprenticeships and other building-skills training programmes since the September Canterbury earthquake?
10. SUE KEDGLEY to the Minister of Commerce: Will he use his powers under Part 4 of the Commerce Act 1986 to call for an investigation into the dairy wholesale and retail milk market, following the release of the Ministry of Agriculture and Forestry's review of the domestic milk market in New Zealand; if not, why not?
11. CAROL BEAUMONT to the Minister of Women's Affairs: Does she support the retention of the stand-alone and independent Ministry of Women's Affairs?
12. JOHN HAYES to the Minister of Agriculture: What steps has the Government recently made to progress agricultural greenhouse gas research?
