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Research papers, University of Canterbury Library

The 2010-2011 Canterbury earthquake sequence, and the resulting extensive data sets on damaged buildings that have been collected, provide a unique opportunity to exercise and evaluate previously published seismic performance assessment procedures. This poster provides an overview of the authors’ methodology to perform evaluations with two such assessment procedures, namely the P-58 guidelines and the REDi Rating System. P-58, produced by the Federal Emergency Management Agency (FEMA) in the United States, aims to facilitate risk assessment and decision-making by quantifying earthquake ground shaking, structural demands, component damage and resulting consequences in a logical framework. The REDi framework, developed by the engineering firm ARUP, aids stakeholders in implementing resilience-based earthquake design. Preliminary results from the evaluations are presented. These have the potential to provide insights on the ability of the assessment procedures to predict impacts using “real-world” data. However, further work remains to critically analyse these results and to broaden the scope of buildings studied and of impacts predicted.

Audio, Radio New Zealand

How do we choose who we admire? Sports commentator Lavina Good talks about the latest Australian rugby league player to be caught being lewd. What the Panelists David Farrar and Tony Doe have been thinking about. Lawyer Duncan Webb discusses the criteria for charitable trusts after one set up by the Head Hunters was eventually deregistered. And the Christchurch couple told they can't use part of their property because the Canterbury Earthquake Recovery Authority (CERA) might need access to it.

Research papers, University of Canterbury Library

There has not been substantial research conducted in the area of fraud and natural disasters. Therefore, this study sought to examine the perceptions of Canterbury residents toward the recovery process following the September 2010 and February 2011 earthquakes and whether residents felt as though contractor fraud occurs in Canterbury. A questionnaire was developed to gauge information about Canterbury residents’ self-reports involving the earthquakes, specific contractors involved, parties involved with the recovery process in general, and demographic information. Participants included a total of 213 residents from the Canterbury region who had been involved with contractors and/or insurance companies due to the recovery process. Results indicated that a high percentage of the participants were not satisfied with the recovery process and that almost half of the participants reported feeling scammed by contractors in Canterbury after the 2010 and 2011 earthquakes. Moreover, the results indicate that participants neither agreed with the assessments made about their property losses nor the plans made to recover their properties. In many cases, participants felt pressured and even reluctant to accept these assessments and/or plans. The present study does not seek to explain why contractor fraud exists or what motivates scammers. Conversely, it attempts to demonstrate the perceptions of contractor fraud and satisfaction that have taken place in the aftermath of the Canterbury earthquakes.

Articles, UC QuakeStudies

A copy of a letter from Seamus O'Cromtha which was sent to the Chief Executive of the Ministry of Business, Innovation and Employment (MBIE) on 3 September 2016. The letter was sent on behalf of Empowered Christchurch. In the letter, O'Cromtha calls on the Chief Executive to instruct the Christchurch City Council to stop issuing building consents in areas such as the Avon River floodplain until stop banks have been erected along the river. O'Cromtha comments, "Properties that should be protected by stop banks currently have no protection against flooding".

Videos, UC QuakeStudies

A video of a presentation by Antony Gough, New Zealand property developer, during a panel at the 2016 Seismics in the City Conference. The panel has three themes:A City on the Move: Collaboration and Regeneration: "'Christchurch is now moving rapidly from the recovery phase into a regeneration stage with Central and Local Government working with the wider community, including the business community to ensure we get optimal outcomes for greater Christchurch' (CECC)."Looking Back: Remembering and Learning: "What are the milestones? What are the millstones? What have we learnt? What have we applied?"Looking Forward: Visioning and Building: "What do we aspire to? What are the roadblocks? What is the way forward?"

Videos, UC QuakeStudies

A video of a presentation by Dr Duncan Webb, Partner at Lane Neave, during the third plenary of the 2016 People in Disasters Conference. The presentation is titled, "Loss of Trust and other Earthquake Damage".The abstract for this presentation reads as follows: It was predictable that the earthquakes which hit the Canterbury region in 2010 and 2011 caused trauma. However, it was assumed that recovery would be significantly assisted by governmental agencies and private insurers. The expectation was that these organisations would relieve the financial pressures and associated anxiety caused by damage to property. Some initiatives did exactly that. However, there are many instances where difficulties with insurance and related issues have exacerbated the adverse effects of the earthquakes on people's wellness. In some cases, stresses around property issues have become and independent source of extreme anxiety and have had significant impacts on the quality of people's lives. Underlying this problem is a breakdown in trust between citizen and state, and insurer and insured. This has led to a pervading concern that entitlements are being denied. While such concerns are sometimes well founded, an approach which is premised on mistrust is frequently highly conflicted, costly, and often leads to worse outcomes. Professor Webb will discuss the nature and causes of these difficulties including: the complexity of insurance and repair issues, the organisational ethos of the relevant agencies, the hopes of homeowners and the practical gap which commonly arises between homeowner expectation and agency response. Observations will be offered on how the adverse effects of these issues can be overcome in dealing with claimants, and how such matters can be managed in a way which promotes the wellness of individuals.

Research papers, University of Canterbury Library

The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future