One of the most interesting things about being an archaeologist or a historian is seeing the development of ideas and knowledge throughout the ages. We are reminded, time and time again, that the ideas and theories that we consider primitive … Continue reading →
The founders of a post-quake farmers market in Christchurch have taken the idea to Kaikoura, and has set up shop in the earthquake hit town.
This project looks at how destroyed architecture, although physically lost, fundamentally continues to exist within human memories as a non-physical entity. The site chosen is Avonside Girls’ High School in Christchurch, New Zealand, a school heavily damaged during the February 22nd earthquake in 2011. The project focuses on the Main Block, a 1930s masonry building which had always been a symbol for the school and its alumni. The key theories relevant to this are studies on non-material architecture and memory as these subjects investigate the relationship between conceptual idea and the triggering of it. This research aims to study how to fortify a thought-based architecture against neglect, similar to the retrofitting of physical structures. In doing so, the importance of the emotive realm of architecture and the idea behind a building (as opposed to the built component itself) is further validated, promoting more broadminded stances regarding the significance of the idea over the object. A new method for disaster recovery and addressing trauma from lost architecture is also acquired. Factors regarding advanced structural systems and programmes are not covered within the scope of this research because the project instead explores issues regarding the boundaries between the immaterial and material. The project methodology involves communicating a narrative derived from the memories alumni and staff members have of the old school block. The approach for portraying the narrative is based on a list of strategies obtained from case studies. The final product of the research is a new design for the high school, conveyed through a set of atmospheric drawings that cross-examines the boundaries between the physical and non-physical realms by representing the version of the school that exists solely within memories.
Eccentrically Braced Frames (EBFs) are a widely used seismic resisting structural steel system. Since their inception in the late 1970s, they have been a viable option with an available stiffness that is between simple braced systems and moment resisting systems. A similar concept, the linked column frame (LCF), uses shear links between two closely spaced columns. In both cases, the key component is the active link or the shear link, and this component is the objective of this study. The performance of high rise EBF buildings in the 2010 and 2011 Christchurch earthquakes was beyond that which was expected, especially considering the very high accelerations recorded. As the concrete high-rises were torn down, two EBF buildings remained standing and only required some structural repair. These events prompted a renewed interest in bolted shear links, as well as their performance. While some research into replaceable shear links had already been done (Mansour, 2011), the objectives of this study were to improve on the shear link itself, with the consideration that links built in the future are likely to be bolted. The main components of this study were to: 1. Reduce or eliminate the requirements for intermediate web stiffeners, as they were suspected of being detrimental to performance. Furthermore, any reduction in stiffening requirements is a direct fabrication cost saving. Links with low web aspect ratios were found to achieve exceptional ductilities when no stiffeners were included, prompting new design equations. 2. Ensure that the stresses in the ends of links are adequately transferred into the endplates without causing fractures. Although most of the experimental links had web doubler plates included, four had varied lengths of such doubler plates from 0.0 in. to 8.0 in. The link without any doubler plates performed to a similar level to its peers, and thus it is likely that links with quality end details may not need web doubler plates at all. 3. Evaluate the performance of a link with double sided stiffeners without the use of web welds, as opposed to conventional single sided, welded stiffeners. This link performed well, and web-weld-less double sided stiffeners may be an economical alternative to conventional stiffeners for deeper sections of links. 4. Evaluate the performance of a link with thin endplates that are made efficient with the use of gusset plates. This link performed to an acceptable level and provides evidence for a cost effective alternative to thick endplates, especially considering the high overstrength end moments in links, typically requiring 16-bolt connections. 5. Examine the potential use of an alternative EBF arrangement where the collector beam is over sized, and the link section is formed by cutting out parts of the beam's web. After running a series of finite element models each with a unique variation, a number of approximate design rules were derived such that future research could develop this idea further experimentally. 6. Ensure that during testing, the secondary elements (members that are not the shear link), do not yield and are not close to yielding. None of the instrumented elements experienced any unexpected yielding, however the concerns for high stresses in the collector beam panel zone during design were warranted. The use of an existing New Zealand design equation is recommended as an extra check for design codes worldwide. The above objectives were mainly conducted experimentally, except: the data set for item 1 was greatly expanded through the use of a calibrated numerical model which was then used in an extensive parametric study; item 5 was purely finite element based; and, a small parametric study was included for item 3 in an attempt to expand on the trends found there.
This paper reports on a service-learning public journalism project in which postgraduate journalism students explore ways to engage with and report on diverse communities. Media scholars have argued that news media, and local newspapers in particular, must re-engage with their communities. Likewise, journalism studies scholars have urged educators to give journalism students greater opportunities to reflect on their work by getting out among journalism’s critics, often consumers or citizens concerned about content and the preparation of future journalists. The challenge for journalism educators is to prepare students for working in partnership with communities while also developing their ability to operate reflectively and critically within the expectations of the news media industry and wider society. The aim of this project has been to help students find ways to both listen and lead in a community, and also reflect on the challenges and critiques of community journalism practices. The project began in 2013 with stories about residents’ recovery following the devastating 2011 Canterbury earthquakes, and aimed to create stories that could contribute to community connection and engagement, and thereby resilience and recovery. The idea was inspired by research about post-disaster renewal that indicated that communities with strong social capital and social networks were more resilient and recovered more quickly and strongly. The project’s longer-term aim has been to explore community journalism practices that give greater power to citizens and communities by prioritising listening and processes of engagement. Over several months, students network with a community group to identify subjects with whom they will co-create a story, and then complete a story on which they must seek the feedback of their subject. Community leaders have described the project as a key example of how to do things “with people not to people”, and an outstanding contribution to the community-led component of Canterbury’s recovery. Analysis of student reflections, which are a key part of each year’s project, reveals the process of engaging with communities has helped students to map community dynamics, think more critically about source relationships, editorial choices and objectivity norms, and to develop a perspective on the diverse ways they can go about their journalism in the future. Each year, students partner with different groups and organisations, addressing different themes each time the project runs. For 2016, the programme proposes to develop the project in a new way, by not just exploring a community’s stories but also exploring its media needs and it aims to work with Christchurch’s new migrant Filipino community to develop the groundwork for a community media and/or communication platform, which Filipino community leaders say is a pressing need. For this iteration, journalism students will be set further research tasks aimed at deepening their ‘public listening’: they will conduct a survey of community members’ media use and needs as well as qualitative research interviews. It is hoped that the data collected will strengthen students’ understanding of their own journalism practice, as well as form the basis for work on developing media tools for minority groups who are generally poorly represented in mainstream media. In 2015, the journalism programme surveyed its community partners and held follow-up interviews with 13 of 18 story subjects to elicit further feedback on its news content and thereby deepen understanding of different community viewpoints. The survey and interview data revealed the project affected story subjects in a number of positive and interesting ways. Subjects said they appreciated the way student reporters took their time to build relationships and understand the context of the community groups with which they were involved, and contrasted this with their experience of professional journalists who had held pre-conceived assumptions about stories and/or rushed into interviews. As a direct consequence of the students’ approach, participants said they better trusted the student journalists to portray them accurately and fairly. Most were also encouraged by the positive recognition stories brought and several said the engagement process had helped their personal development, all of which had spin-offs for their community efforts. The presentation night that wraps up each year’s project, where community groups, story subjects and students come together to network and share the final stories, was cited as a significant positive aspect of the project and a great opportunity for community partners to connect with others doing similar work. Community feedback will be sought in future projects to inform and improve successive iterations.