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.
This paper presents preliminary results of an experimental campaign on three beam-column joint subassemblies extracted from a 22-storey reinforced concrete frame building constructed in late 1980s at the Christchurch’s Central Business District (CBD) area, damaged and demolished after the 2010-2011 Canterbury earthquakes sequence (CES). The building was designed following capacity design principles. Column sway (i.e., soft storey) mechanisms were avoided, and the beams were provided with plastic hinge relocation details at both beam-ends, aiming at developing plastic hinges away from the column faces. The specimens were tested under quasi-static cyclic displacement controlled lateral loading. One of the specimens, showing no visible residual cracks was cyclically tested in its as-is condition. The other two specimens which showed residual cracks varying between hairline and 1.0mm in width, were subjected to cyclic loading to simulate cracking patterns consistent with what can be considered moderate damage. The cracked specimens were then repaired with an epoxy injection technique and subsequently retested until reaching failure. The epoxy injection techniques demonstrated to be quite efficient in partly, although not fully, restoring the energy dissipation capacities of the damaged specimens at all beam rotation levels. The stiffness was partly restored within the elastic range and almost fully restored after the onset of nonlinear behaviour.
The increase in urban population has required cities to rethink their strategies for minimising greenhouse gas impacts and adapting to climate change. While urban design and planning policy have been guided by principles such as walkability (to reduce the dependence on cars) and green infrastructure (to enhance the quality of open spaces to support conservation and human values), there have been conflicting views on what spatial strategies will best prepare cities for a challenging future. Researchers supporting compact cities based upon public Transit Oriented Development have claimed that walkability, higher density and mixed-uses make cities more sustainable (Owen, 2009) and that, while green spaces in cities are necessary, they are dull in comparison with shopfronts and street vendors (Speck, 2012, p 250). Other researchers claim that green infrastructure is fundamental to improving urban sustainability and attracting public space users with improved urban comfort, consequently encouraging walkability (Pitman and Ely, 2013). Landscape architects tend to assume that ‘the greener the better’; however, the efficiency of urban greenery in relation to urban comfort and urbanity depends on its density, distribution and the services provided. Green infrastructure can take many forms (from urban forests to street trees) and provide varied services (amended microclimate, aesthetics, ecology and so forth). In this paper, we evaluate the relevance of current policy in Christchurch regarding both best practice in green infrastructure and urban comfort (Tavares, 2015). We focus on the Christchurch Blueprint for rebuilding the central city, and critically examine the post-earthquake paths the city is following regarding its green and grey infrastructures and the resulting urban environment. We discuss the performance and appropriateness of the current Blueprint in post-earthquake Christchurch, particularly as it relates to the challenges that climate change is creating for cities worldwide.
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.
