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Images, UC QuakeStudies

A digitally manipulated photograph of the badly twisted Medway Street footbridge. The photographer comments, "This bridge over the Avon River in Christchurch, New Zealand has been left in place since the first major earthquake back in September 2010. Graffiti artists or taggers are still leaving their marks on it even though it is nearly twisted at 90 degrees at one point".

Images, UC QuakeStudies

A view over the Avon river, looking at the Boulevard Restaurant and Bar. The canopy over the outside seating area has been distorted, and on the doors are spray painted codes left by USAR after the building had been cleared.

Research papers, University of Canterbury Library

During the 2010 - 2011 Canterbury earthquake sequence, extensive liquefaction was observed in many areas of Christchurch city and its surroundings, causing widespread damage to buildings and infrastructure. While existing simplified methods were found to work well in some areas of the city, there were also large areas where these methods did not perform satisfactorily. In some of these cases, researchers have proposed that layers of fine grained material within the soil profile may be responsible for preventing the manifestation of liquefaction. This paper presents preliminary findings on the mechanisms at play when pressure differentials exist across a clay layer. It is found that if the clay layer is unable to distort, then pore fluid is unable to break-through the layer even with relatively high pressures, resulting in dissipation of excess pore pressures by seepage. If the layers are however able to distort, then it is possible for the pore fluid to break through the clay layer, potentially resulting in adverse effects in terms of the severity of liquefaction.

Research papers, University of Canterbury Library

This thesis explores the discussions and perspectives of Christchurch secondary school students in regards to their particular experiences and engagement with Anzac. In this thesis I seek to rigorously and robustly examine these viewpoints through semi-structured focus group interviews and thematic analysis. I seek to situate these youth perspectives within wider debates around Anzac mythology and Anzac resurgence in New Zealand which often do not represent the youth outlook. These debates are seen, on the one hand, to present a resurgence of youth engagement with Anzac and, on the other hand, to present the idea that Anzac has become an exclusionary myth which distorts Australians’ and New Zealanders’ understanding of wider Anzac experiences and educates them in a narrow, militarised way. Youth engagement with Anzac was not something which could be solely situated under either of these debates and, instead, it was seen to be multifaceted and made up of unique ideas and elements. The youth in my study acknowledged that their Anzac education did have mythic elements which made it hard for them to engage with Anzac despite the fact that they were actually interested in learning and understanding it. These mythic elements were the idea that Anzac is taught as a ‘simple narrative’ which does not allow room for critique, that it emphasises a link between Anzac and national identity, that it disregards many alternative Anzac experiences and that it presents a particular New Zealand identity to internalise. These students responded to their mythic Anzac education in a very active way, and instead of accepting it as truth, they were able to have constructive and critical conversations about their education and push against parts of it which they found to be too narrow or skewed in particular directions based on gender, ethnicity and national identity. The students were not passive vessels which internalised their Anzac education as fact; instead, they were able to acknowledge the mythic elements of their education and its negative influence in the classroom. This thesis went further in exploring what factors were seen to enhance this active process of critique and provide students with alternative knowledge and perspectives about Anzac. These factors were ancestral ties to Anzac, research into personal Anzac stories and experiences, unassessed educational units, centenary discussions, an understanding of hardship through the earthquakes and alternative perspectives of the Anzac experience through access to the internet. These factors presented a broader understanding of Anzac perspectives and experiences and students believed that if the mythic elements of their education could be revised and these elements encouraged then their engagement with Anzac would continue long into the future.