Mindful Mover was born after the Christchurch earthquake, the anxiety and stress caused by the continuous rattling. From there it's grown to help young people dealing with bullying, troubles at home, and learning difficulties.
A second attempt at a symposium aimed at learning from the Canterbury earthquakes has been labelled an attempt to re-write history. The first was cancelled by the previous government two months after it was announced, and after over one hundred and fifty thousand dollars had been spent on preparations. The revamped symposium is a joint venture between the government and the Christchurch City Council.
Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.
The quality of public space is vital to livable cities. Yet livable cities also require empowered communities. This thesis asks: how is the landscape architect’s design expertise expressed as part of the public participation process, what are the key features of design expertise that lead to an effective design-based participation process and how does quality in the participation process relate to the quality of design outcomes? A theoretical framework is developed from which to clarify the relationship between decision-making processes in design and public participation. Insights from design theory are combined with the findings of key informant interviews with New Zealand and Northern Europe design experts, and with landscape architects, community and Council staff working in post-earthquake Ōtautahi/Christchurch, Aotearoa/New Zealand. Results of a case study of Albion Square in Ōhinehou/Lyttelton reveal that the designer’s interactions with the public play a critical role in shaping elegant design outcomes in public space design. Four key insights reveal that participatory design processes in New Zealand need to be reconsidered in order to enable landscape architects to work more closely with communities in mutual learning, rather than the currently limiting technical problem solving process. Institutional, professional and theoretical implications are drawn from the findings.
Hon PAULA BENNETT to the Prime Minister: Does he have confidence in all his Ministers? WILLOW-JEAN PRIME to the Minister of Finance: Will this Government’s policies help transition the economy; if so, how? Hon AMY ADAMS to the Associate Minister of Finance: What is the purpose of the Overseas Investment Amendment Bill? Hon MARK MITCHELL to the Minister of Justice: Does he stand by his statement in answer to Oral Question No 8 on Tuesday that “The member is alluding to the offender I referred to in a question last week, relating to the pinching of a prison officer’s bottom”? Dr DUNCAN WEBB to the Minister for Greater Christchurch Regeneration: What announcements has she made about learning the lessons from the Canterbury earthquake sequence to help New Zealanders prepare for the future? Hon PAULA BENNETT to the Minister for Women: Is it her responsibility to stand up for and improve the outcomes for women in New Zealand? PRIYANCA RADHAKRISHNAN to the Minister for Social Development: Will low- and middle-income families be better off because of the Families Package; if so, how? JAMI-LEE ROSS to the Minister of Transport: Does he stand by all his statements, actions, and legislative drafting instructions on matters to do with fuel taxes? ANGIE WARREN-CLARK to the Minister for the Environment: Is the Government assisting the primary sector and regional councils in measuring nutrient use and greenhouse gas emissions; if so, how? Hon ALFRED NGARO to the Minister for Children: Does she stand by her Ministry’s policies and actions in finding caregivers for children in care? Hon Dr NICK SMITH to the Minister for Ethnic Communities: Are the statements in the Onehunga Community News that “The Office of Ethnic Communities is moving into premises in Onehunga, which will be shared with list MP Priyanca Radhakrishnan” and the quote by her parliamentary under-secretary saying, “We’ve boosted support that we’re providing in terms of connecting with ethnic communities, so we have more staff members working in our ethnic communities’ outreach teams” correct? MARK PATTERSON to the Minister for Trade and Export Growth: What announcements has the Government made regarding trade with the European Union?
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.