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Research papers, University of Canterbury Library

The purpose of this study is to analyse the felt earthquake impacts, resilience and recovery of organizations in Canterbury by comparing three business sectors (accommodation/food services, Education/Training and Manufacturing). A survey of the three sectors in 2013 of Canterbury organizations impacted by the earthquakes revealed significant differences between the three sectors on felt earthquake impacts and resilience. On recovery and mitigation factors, the accommodation/food services sector is not significantly different from the other two sectors. Overall, the survey results presented here indicate that the Accommodation/Food Services sector was the least impacted by the earthquakes in comparison to the Education/Training and Manufacturing sectors. Implications for post-disaster management and recovery of the accommodation sector are suggested.

Research papers, University of Canterbury Library

This paper presents an overview of the soil profile characteristics at strong motion station (SMS) locations in the Christchurch Central Business District (CBD) based on recently completed geotechnical site investigations. Given the variability of Christchurch soils, detailed investigations were needed in close vicinity to each SMS. In this regard, CPT, SPT and borehole data, and shear wave velocity (Vs) profiles from surface wave dispersion data in close vicinity to the SMSs have been used to develop detailed representative soil profiles at each site and to determine site classes according to the New Zealand standard NZS1170.5. A disparity between the NZS1170.5 site classes based on Vs and SPT N60 investigation techniques is highlighted, and additional studies are needed to harmonize site classification based on these techniques. The short period mode of vibration of soft deposits above gravels, which are found throughout Christchurch, are compared to the long period mode of vibration of the entire soil profile to bedrock. These two distinct modes of vibration require further investigation to determine their impact on the site response. According to current American and European approaches to seismic site classification, all SMSs were classified as problematic soil sites due to the presence of liquefiable strata, soils which are not directly accounted for by the NZS1170.5 approach.

Audio, Radio New Zealand

1. PHIL TWYFORD to the Minister for State Owned Enterprises: What reports, if any, has he received about KiwiRail's plans to get rid of electric locomotives on the North Island Main Trunk Line and replace them with diesel locomotives? 2. JULIE ANNE GENTER to the Minister for State Owned Enterprises: Is he considering replacing the electric locomotives with diesel locomotives on the Main Trunk Line, and would this mean removing electrification on that line. 3. DAVID BENNETT to the Minister of Finance: What reports has he received on the New Zealand economy and business sentiment? 4. Rt Hon WINSTON PETERS to the Minister for Primary Industries: Does he believe the Dairy Industry Restructuring Amendment Act 2012 has achieved "a stable, permanent capital base for the Co-operative, secures our future and will support progress with our strategy to grow volumes and value"; if so, why? 5. MATT DOOCEY to the Minister for Social Development: What announcements has she made to improve statutory child protection in New Zealand? 6. Dr DAVID CLARK to the Minister for Economic Development: What lessons, if any, on regional economic development has he drawn from his recent ministerial visits to Northland? 7. CATHERINE DELAHUNTY to the Minister for State Owned Enterprises: Will he stop any further work on dairy conversions by Landcorp, in light of the drop in the dairy price yesterday and concerns about the impact that those conversions will have on water quality; if not, why not? 8. MARK MITCHELL to the Minister of Trade: What recent steps has the Government taken to promote and support New Zealand exporters? 9. Hon DAVID PARKER to the Minister of Trade: What monetary and other assistance was provided by the New Zealand Government in support of his bid for appointment as Director-General of the World Trade Organisation? 10. BARBARA KURIGER to the Minister for Small Business: How are small businesses benefiting from the Better for Business - Result 9 Programme? 11. POTO WILLIAMS to the Minister for Social Housing: Why are Christchurch's social housing organisations facing increased homelessness four years after the last major earthquake? 12. MAHESH BINDRA to the Minister of Corrections: Does he stand by all his answers given to the House on 1 April 2015?

Research papers, University of Canterbury Library

When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.