It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.
Tertiary students, not just working populations, might be experiencing feelings of burnout following the Christchurch earthquakes of 2010 and 2011. In the aftermath of a major disaster, the gap between the resources available to handle pressures (e.g., support) and the demands inherent in the pursuit of an academic degree (e.g., heavy workload) may lead to feelings of burnout among students. This study hypothesised that burnout dimensions (emotional exhaustion and disengagement) would be related to students’ perceptions of immediate institutional support, extended institutional support, peer support, family support, and work overload. Additionally, it was proposed that institutional and social support would moderate the relationship between work overload and burnout. Two hundred and seventy one third and fourth year students were sampled using an online questionnaire. These particular students were expected to be at greater risk of emotional exhaustion and academic disengagement because they were at the earliest stage of their tertiary education when the major earthquakes first hit. Family support and extended institutional support were found to be associated with decreased levels of emotional exhaustion and disengagement. Meanwhile, work overload was found to be related to increased levels of emotional exhaustion and disengagement. Furthermore, both peer support and immediate institutional support were found to have a moderating effect on the relationship between work overload and disengagement. This study has exposed unique findings which contribute to burnout research especially in a post-disaster context, and raises the importance of providing the right types of support for individuals who are particularly dealing with the consequences of a natural disaster.
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.
To the casual observer, community gardens may look like places where people just come to grow fruit and vegetables. Through digging beneath surface appearances, however, the research literature suggests that there is more to the creation of and participation in community gardens than that which is immediately apparent.
The overall aim of this research was to explore and interpret the meaning of community gardens in terms of the sought and experienced well-being of the individuals who participate, and their associated communities. This research was undertaken in the Christchurch/Selwyn district, in the aftermath of the Christchurch earthquakes of 2010-2011.
This research utilised the technique of photo-elicitation interviews to study the meanings attributed to community gardening, in the post-earthquake environment. Five gardens were investigated. Results show that a range of meanings, and well-being outcomes are experienced through a combination of physical, educational, aesthetic appreciation, contemplative, creative and social connections within the garden and within the overall context of nature. Significantly, within the post-earthquake environment, the community gardens can offer participants the opportunity to appreciate life and what it means for them.
DAVID BENNETT to the Minister of Finance: How is the Government's economic programme helping to keep interest rates lower during this economic cycle, compared to the previous economic cycle in the mid-2000s?
Dr RUSSEL NORMAN to the Minister of Energy and Resources: How much more is an average New Zealand household that uses 8,000kwh of power annually paying for electricity per year as of November 2013 compared to November 2008, according to the Ministry of Business, Innovation, and Employment's latest Quarterly Survey of Domestic Electricity Prices?
Hon DAVID PARKER to the Minister of Finance: What will he do to "spread some of the benefits of growth" when hourly wage rates have only grown by 1.6 percent in the year to December 2013, which is close to 0 percent in real terms, when 45 percent of listed corporates have double-digit profit growth?
JACQUI DEAN to the Minister for the Environment: What recent announcements has the Government made on the classification for drilling for oil and gas in New Zealand's Exclusive Economic Zone?
GRANT ROBERTSON to the Minister of Justice: When she told the House yesterday "I had previously told Oravida that it could not use my name or photograph to endorse or promote its business products or services" when was that and what specific circumstances did it relate to?
COLIN KING to the Minister for Tertiary Education, Skills and Employment: How is the Youth Guarantee Scheme helping the Government achieve the Better Public Services target of 85 percent of all 18-year-olds achieving NCEA Level two or an equivalent qualification in 2017?
CAROL BEAUMONT to the Minister of Women's Affairs: Does she have confidence in the Ministry of Women's Affairs given their 2013 Annual Report shows that six out of seven policy outcomes have stayed the same or gone backwards in the last past year; if so, why?
SCOTT SIMPSON to the Minister for Courts: How is the Government improving the way the Disputes Tribunal works to make it easier for New Zealanders to resolve civil disputes?
Hon TREVOR MALLARD to the Minister of Internal Affairs: What action, if any, has he taken this year to show the Prime Minister that he has met the highest ethical standards required by Section 2.53 of the Cabinet Manual?
ALFRED NGARO to the Minister of Pacific Island Affairs: What steps is the Government taking to lift the skills of Pacific people in New Zealand?
DENIS O'ROURKE to the Minister for Canterbury Earthquake Recovery: Does he accept the conclusion in the Human Rights Commission's report Monitoring Human Rights in the Canterbury Earthquake Recovery that "many people affected by the earthquakes continue to experience deteriorating standards of living and impacts on their quality of life that go beyond the immediate effects of the disaster"?
CATHERINE DELAHUNTY to the Minister of Energy and Resources: Has he had any discussions with any Indian Government Ministers about selling Solid Energy assets?
