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Videos, UC QuakeStudies

A video capturing an aftershock from the Canterbury earthquake on 26 December, 10:30 am. After a sharp aftershock in the morning, Ben Post set up the camera on a tripod and kept it running during the morning. The windows shown are approximately three metres square and double glazed.

Videos, UC QuakeStudies

A video capturing an aftershock from the Canterbury earthquake on 13 June 2011, 2:20 pm. A strong shake after lunch time caused Ben Post to set up his camera in his workplace, capturing this aftershock. The camera is mounted on a small sturdy tripod on top of a table with wheels.

Videos, UC QuakeStudies

A video capturing an aftershock from the Canterbury earthquake on 22 February 2011, 1:04pm. After the 6.3 magnitude earthquake at 12:51pm, Ben Post set up his camera on a tripod and left it running. The movement of the water in the fish tank during the quake suggests that the shaking is up and down. The camera also shows this effect; due to the lightweight material of the tripod, the camera is shaken about more than the surroundings.

Images, Alexander Turnbull Library

A bus tours a city street with destroyed schools either side. The guide points out destruction on the right from earthquakes and on the left from Hekia Parata. Wider context is the ongoing impact of the Christchurch February 2011 earthquake. The implication is that the earthquake caused physical damage to some schools and that the Minister for Education is responsible for destroying others with her announcement of school closures in Christchurch on 18 February 2013. Quantity: 1 digital cartoon(s).

Images, Alexander Turnbull Library

Three men chat in a pub. One of them reads a newspaper article about the Mayor of Christchurch, Bob Parker, who commented that he was scared of earthquakes when in Wellington. All three drinkers would rather be in Wellington than trapped beside Bob Parker at a dinner table. Context: Christchurch's Mayor has told the Emergency Management Conference he's scared to be in Wellington. He gave graphic descriptions of the Christchurch earthquakes, getting people to bang on the tables for 45 seconds so they could see what it felt like. Quantity: 1 digital cartoon(s).

Images, Alexander Turnbull Library

Text reads 'Pet of the day... ' Below is a notice tacked to a wall which has an image of a cat wearing spectacles on it. Text reads 'LOST. Large moggy, last seen roaming in Christchurch. Answers to the name of "Gerry" or "Dinners ready". Has a loud purr, looks cuddly but can turn...' Context: This is a reference to Gerry Brownlee, the Minister for Earthquake Recovery. When National announced its offer based on the 2007 rating valuation to red-zone property owners on 23 June, Gerry Brownlee specifically told people who had made improvements between the time of the valuation and the September quake to 'keep their receipts'. The offer from CERA dated August 19 now says quite clearly that people can only seek an adjustment to the purchase price if the rating valuation is based on an incorrect floor area, or if 'you have received a code compliance certificate for consented building work undertaken after the rating valuation and that work increased the floor area of your house'. (Voxy - 23 August 2011) Quantity: 1 digital cartoon(s).

Images, Alexander Turnbull Library

The cartoon shows two images of cars nose-down in ditches, the first is caused by 'liquifaction' and the second by 'stupifaction'. Context: there was another large aftershock on Boxing Day in Christchurch which resulted in quite a lot of liquefaction. There is always concern over the Christmas holidays about drinking while driving. Other Titles - Liquefaction Quantity: 1 digital cartoon(s).

Research papers, University of Canterbury Library

This thesis focuses attention on the ongoing effects of the earthquakes on children in Christchurch. It identifies the learning and behavioural difficulties evident in an increasing number of students and cautions the use of the word 'resilient' to describe children who may be just managing. This assumption has a significant impact on the wellbeing of many Christchurch children who, disaster literature warns, are likely to be under-served. This thesis suggests that, because of the scale of need, schools are the best place to introduce practices that will foster wellbeing. Mindfulness practices are identified as a potential tool for ameliorating the vulnerabilities experienced by children, while at the same time working to increase their capabilities. This thesis argues that, through mindful practices, children can learn to be more reflective of their emotions and respond in more considered ways to different situations. They can become more relational, having a greater understanding of others through a deeper understanding of themselves, and they can build resilience by developing the protective factors that promote more adaptive functioning. This thesis identifies the strong links between mindfulness and the holistic wellbeing concept of Te Whare Tapa Whã and a Mãori worldview. Strong links are also identified with the vision, values and key competencies of the New Zealand Curriculum and 21st Century learners. Both short and long term recommendations are made for the introduction of mindfulness practices in schools to enhance the wellbeing of children.  

Research papers, University of Canterbury Library

This thesis examines how 18 University of Canterbury students based in Christchurch experienced housing insecurity during the three years after a series of major earthquakes from late 2010 and throughout 2011. I adopted a qualitative exploratory approach to gather students’ accounts and examine their experiences which were analysed using constructivist grounded theory methods. Three core categories were identified from the data: mobility, recreating security, and loss. Mobility included the effects of relocation and dislocation, as well as how the students searched for stability. Recreating security required a renewed sense of belonging and also addressed the need to feel physically safe. Lastly, loss included the loss of material possessions and also the loss of voice and political representation. The theory that emerged from these findings is that the extent to which students were able to control their mobility largely explained their experiences of housing insecurity. When students experienced a loss of control over their mobility they effectively addressed this by being resourceful and drawing on existing forms of capital. This resourcefulness generated a new form of capital, here called security capital, which represents a conceptual contribution to existing debates on students’ experiences of homelessness in a disaster context.

Research papers, University of Canterbury Library

Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices. The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori. Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being. How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.