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Research papers, University of Canterbury Library

In February of 2011, an earthquake destroyed the only all-weather athletics track in the city of Christchurch (New Zealand). The track has yet to be replaced, and so since the loss of the track, local Christchurch athletes have only had a grass track for training and preparation for championship events. This paper considers what effect the loss of the training facility has had on the performance of athletes from Christchurch at national championship events. Not surprisingly, the paper finds that there has been a deterioration in the performance in events that are heavily dependent upon the all-weather surface. However, somewhat more surprisingly, the loss of the track appears to have caused a significant improvement in the performance of Christchurch athletes in events that, while on the standard athletics program, are not heavily track dependent.

Audio, Radio New Zealand

A review of the week's news including... National MP Todd Barclay falls on his sword while Labour is in damage control, the decision to not prosecute the Pike River Mine CEO is to be contested in the Supreme Court, the lawyer for Akshay Chand says she sought bail on his behalf believing his mother and aunt would monitor his every movement, The Education Ministry is forced to apologise for its flawed handling of school closures and mergers after the 2011 Canterbury earthquake, The Health Minister is forced to defend his embattled Ministry following a major budget blunder, employment lawyers aren't surprised another health sector group is taking a pay equity claim, Ministry for Primary Industries officials come under fire at a packed Stewart Island public meeting on the cull of the island's farmed oysters, it's Plan B for a crowd funded initiative that wants to take control of Dunedin's Cadbury factory and All Black great Sir Colin 'pinetree' Meads has been immortalised in bronze.

Research papers, University of Canterbury Library

The Canterbury region of New Zealand experienced a sequence of strong earthquakes during 2010-2011. Responses included government acquisition of many thousands of residential properties in the city of Christchurch in areas with severe earthquake effects. A large and contiguous tract of this ‘red zoned’ land lies in close proximity to the Ōtākaro / Avon River and is known as the Avon-Ōtākaro Red Zone (AORZ). The focus of this study was to provide an overview of the floodplain characteristics of the AORZ and review of international experience in ecological restoration of similar river margin and floodplain ecosystems to extract restoration principles and associated learnings. Compared to pre-earthquake ground levels, the dominant trend in the AORZ is subsidence, together with lateral movement especially in the vicinity of waterway. An important consequence of land subsidence in the lower Ōtākaro / Avon River is greater exposure to flooding and the effects of sea level rise. Scenario modelling for sea level rise indicates that much of the AORZ is exposed to inundation within a 100 year planning horizon based on a 1 m sea level rise. As with decisions on built infrastructure, investments in nature-based ‘green infrastructure’ also require a sound business case including attention to risks posed by climate change. Future-proofing of the expected benefits of ecological restoration must therefore be secured by design. Understanding and managing the hydrology and floodplain dynamics are vital to the future of the AORZ. However, these characteristics are shared by other floodplain and river restoration projects worldwide. Identifying successful approaches provides a useful a source of useful information for floodplain planning in the AORZ. This report presents results from a comparative case study of three international examples to identify relevant principles for large-scale floodplain management at coastal lowland sites.

Research papers, Victoria University of Wellington

Architecture and music have a long intertwining history.These respective creative forces many times have collaborated into monumental place, harboured rich occasion, been catalyst for cultural movement and defined generations. Together they transcend their respective identities. From dinky local church to monstrous national stadia, together they are an intense concentration, a powerfully addictive dosage where architecture is the place, music is the faith, and people are the reason.  Music is a programme that architecture often celebrates in poetic and grand fashion; a superficial excuse to symbolise their creative parallels. But their relationship is much richer and holds more value than just the opportunity to attempt architectural metaphor.While music will always overshadow the architecture in the sense of a singular event, architecture is like the soundman behind the mixing desk. It’s not the star front and centre grabbing your attention, but is responsible for framing the star. It is the foundational backdrop, a critical pillar. Great architecture can help make great music. In this sense music is a communication of architecture, it is the ultimate creative function.  Christchurch, New Zealand, is a city whose story changed in an instant. The seismic events of 2010 and 2011 have become the overriding subject of its historical narrative, as it will be for years to come. Disaster redefines place (the town of Napier, struck by an earthquake in 1931, exemplifies this). There is no quantifiable justification for an exploration of architecture and music within the context of Christchurch. The Town Hall, one of New Zealand’s most architecturally significant buildings, is under repair. The Christ Church Cathedral will more than likely be rebuilt to some degree of its former self. But these are echoes of the city that Christchurch was.They are saved because they are artefact. Evidence of history.This thesis makes the argument for the new, the better than before, and for the making of opportunity from disaster, by proposing a ‘new’ town hall, conceived from the sound of old.

Research papers, Victoria University of Wellington

As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand.  The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments.  ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused.  As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease.  Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority.  The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions.  This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation.  This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”.  Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation.  I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.