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Articles, UC QuakeStudies

Caption reads: "At the moment we’re trying to carry on like everything is normal. It’s not easy. It’s hard sometimes to remember what things were like before the earthquake."

Audio, Radio New Zealand

Education advisors are warning that children could suffer mental health problems for years to come if schools botch their return to the classroom. They say the Christchurch earthquakes and Australian bushfires show teachers should resist the temptation to launch straight back into normal lessons after a major event. Principals are hoping to learn today when they will move into alert level two and how many of their students will be able to return to school. RNZ's education correspondent John Gerritsen reports.

Images, UC QuakeStudies

A photograph showcasing the intricate wooden ceiling of the Cranmer Court building's octagonal corner section. Although designed to house a book depot, the room was used as the principal's office while Christchurch Normal School was operating from the building. This part of the building housed Plato Creative from March 2008 to November 2009.

Images, UC QuakeStudies

A photograph showcasing the intricate wooden ceiling of the Cranmer Court building's octagonal corner section. Although designed to house a book depot, the room was used as the principal's office while Christchurch Normal School was operating from the building. This part of the building housed Plato Creative from March 2008 to November 2009.

Images, UC QuakeStudies

An interior view of the Cranmer Court building's octagonal corner section, which housed Plato Creative from March 2008 to November 2009. Although designed to house a book depot, the room was used as the principal's office while Christchurch Normal School was operating from the building. The photograph showcases its high windows and intricate wooden ceiling.

Images, eqnz.chch.2010

The Cranmer Court demolition started today in Christchurch. The 1876 building was originally a Normal School and was in a derelict state in the early 1980s when it was rescued and converted into apartments. The heritage-listed building was red-stickered after the February 2011 earthquake.

Images, UC QuakeStudies

A night-time photograph of the Cranmer Court building on the corner of Kilmore and Montreal Streets. The building has been lit up from below. The octagonal section on the corner of the building was the part occupied by Plato Creative from March 2008 to November 2009. Although designed to house a book depot, this section was used as the principal's office while Christchurch Normal School was operating from the building.

Images, UC QuakeStudies

A night-time photograph of the Cranmer Court building on the corner of Kilmore and Montreal Streets. The building has been lit up from below. The octagonal section on the corner of the building was the part occupied by Plato Creative from March 2008 to November 2009. Although designed to house a book depot, this section was used as the principal's office while Christchurch Normal School was operating from the building.

Images, UC QuakeStudies

A black and white, night-time photograph of the Cranmer Court building on the corner of Kilmore and Montreal Streets. The building has been lit up from below. The octagonal section on the corner of the building was the part occupied by Plato Creative from March 2008 to November 2009. Although designed to house a book depot, this section was used as the principal's office while Christchurch Normal School was operating from the building.

Images, UC QuakeStudies

An interior view of the Cranmer Court building's octagonal corner section, which housed Plato Creative from March 2008 to November 2009. The photograph showcases the building's high windows and intricate wooden ceiling. Although designed as a book depot, this room was used as the principal's office while Christchurch Normal School was operating from the building. A table with chairs set around it can be seen in the lower part of the photograph.

Research papers, Lincoln University

The coordination of actors has been a major focus for much of the research in the disaster relief humanitarian logistics discipline. While much of this literature focuses on the initial response phase, little has been written on the longer term recover phase. As the response phase transitions into the longer term recover phase the number and types of actors change from predominantly disaster relief NGOs to more commercial entities we argue that humanitarian values should still be part of the rebuild phase. It has been noted that humanitarian actors both cooperate and compete at the same time (Balcik, Beamon, Krejci, Muramatsu and Ramirez, 2010), in a form of behavior that can be described as ‘co-opetition’ (Nalebuff and Brandenburger, 1996). We use a case study approach to examine an organizational model used to coordinate civil and commercial actors for the rebuild of the civil infrastructure for Christchurch, New Zealand following a series of devastating earthquakes in 2010/11. For the rebuild phase we argue that ‘co-opetition’ is a key behaviour that allows the blending of humanitarian and commercial values to help communities rebuild to a new normal. While at this early stage our contribution is limited, we eventually hope to fully elaborate on an organisational model that has been created specifically for the tight coordination of commercial actors and its relevance to the rebuild phase of a disaster. Examining the behaviour of co-opetition and the structures that incentivise this behaviour offers insights for the humanitarian logistic field.

Images, UC QuakeStudies

The interior of the octagonal corner section of the Cranmer Court building, which housed Plato Creative from March 2008 to November 2009. The photograph showcases the building's intricate wooden ceiling and high windows. A stained glass crest is visible at the bottom of one of the windows reading, "Est. 1874. The spirit of this building lives on". Although designed to house a book depot, this section was used as the principal's office while Christchurch Normal School was operating from the building.

Images, UC QuakeStudies

The interior of the octagonal corner section of the Cranmer Court building, which housed Plato Creative from March 2008 to November 2009. The photograph showcases the building's intricate wooden ceiling and high windows. A stained glass design is visible at the center of the windows with a motto underneath reading, "The spirit of this building lives on". Although designed to house a book depot, this section was used as the principal's office while Christchurch Normal School was operating from the building.

Images, UC QuakeStudies

The interior of the octagonal corner section of the Cranmer Court building, which housed Plato Creative from March 2008 to November 2009. The photograph showcases the building's intricate wooden ceiling and high windows. A stained glass design is visible at the center of the window with a motto underneath reading, "The spirit of this building lives on". Although designed to house a book depot, this room was used as the principal's office while Christchurch Normal School was operating from the building.

Research papers, The University of Auckland Library

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

Research papers, University of Canterbury Library

Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.

Research papers, University of Canterbury Library

On February 22, 2011, Christchurch-based journalists were jolted out of their normal work routine by a large 6.3 magnitude earthquake that killed 185 people, wrecked the city and forced reporters to reappraise their journalism. This study considers how the earthquake affected journalists’ relationship to the community, their use of sources and news selection. A theory of collective trauma is used to explain the changes that journalists made to their reporting practice. Specifically, Christchurch journalists had a greater identification and attachment to their audience post-earthquake. Journalists viewed themselves as part of the earthquake story, which prompted them to view sources differently, use those sources differently and see advocacy as a keystone of their news work after the disaster. This study adds to a growing scholarship about journalists and trauma, but focuses on what the event meant for local reporters’ choice of sources and news selection rather than measuring rates of psychological distress.

Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.