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Videos, UC QuakeStudies

A video of a protest against the demolition of the Majestic Theatre on Manchester Street. The video includes an interview with Christchurch City Councillor Yani Johanson. Johanson talks about how the lack of heritage recovery programme in Christchurch has meant that many heritage buildings have destroyed, mainly through the fast-tracking of consenting by the government. Johanson asks that the government returns normal democratic decision making over heritage to the Christchurch City Council so that the public can have a say. The video also includes footage of the Wizard and a protester speaking outside the Majestic Theatre.

Research papers, University of Canterbury Library

The UC CEISMIC Canterbury Earthquakes Digital Archive contains tens of thousands of high value cultural heritage items related to a long series of earthquakes that hit Canterbury, New Zealand, from 2010 - 2012. The archive was built by a Digital Humanities team located at the center of the disaster in New Zealand's second largest city, Christchurch. The project quickly became complex, not only in its technical aspects but in its governance and general management. This talk will provide insight into the national and international management and governance frameworks used to successfully build and deliver the archive into operation. Issues that needed to be managed included human ethics, research ethics, stakeholder management, communications, risk management, curation and ingestion policy, copyright and content licensing, and project governance. The team drew heavily on industry-standard project management methods for the basic approach, but built their ecosystem and stakeholder trust on principles derived directly form the global digital humanities community.

Audio, Radio New Zealand

Topics - scientists are wondering how the light gets out. Maybe there is a cosmic crack in everything, because in the Journal Astrophysical Letters it is noted that there is a huge deficit of light in the universe. Owners of heritage apartments in Auckland face becoming "impoverished" according to a high-profile real estate figure, because of new laws around earthquake strengthening. Martin Dunn of City Sales says the Building Amendment Bill is "overkill". He says those trying to sell heritage apartments are having a difficult time because of the new rules. Jim Anderton, has again raised the issue of whether the Christchurch Cathedral has to come down.

Audio, Radio New Zealand

Professor Jacky Bowring has been a consultant to both the Ministry for Culture and Heritage, and CERA for the process for the EQ Memorial, as well as for the Christchurch City Council from the early days of the Recovery Plan, when the section on 'Remembering the Earthquakes' was developed. It was one of those times when her areas of research and passion suddenly became very real.

Research papers, The University of Auckland Library

The Catholic Cathedral is classified as a category 1 listed heritage building constructed largely of unreinforced stone masonry, and was significantly damaged in the recent Canterbury earthquakes of 2010 and 2011. In the 2010 event the building presented slight to moderta damage, meanwhile in the 2011 one experienced ground shaking in excess of its capacity leading to block failures and partial collapse of parts of the building, which left the building standing but still posing a significant hazard. In this paper we discuss the approach to develop the earthquake analysis of the building by 3D numerical simulations, and the results are compared/calibrated with the observed damage of the 2010 earthquake. Very accurate records were obtained during both earthquakes due to a record station located least than 80 m of distance from the building and used in the simulations. Moreover it is included in the model the soil structure interaction because it was observed that the ground and foundation played an important role on the seismic behavior of the structure. A very good agreement was found between the real observed damage and the nonlinear dynamic simulations described trough inelastic deformation (cracking) and building´s performance.

Research papers, University of Canterbury Library

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.