The cartoon shows an enormous ball of red tape and all around frustrated workers carry away their ladders and tools.
Context - Three months after a quake that scored a direct hit under Christchurch, many residents are struggling with mountains of paperwork required to get their homes repaired and rebuilt. Reference numbers, codes and Pin numbers permeate our daily living now as we deal with the aftermath of two major earthquakes in six months. People feel they are lucky that they have the EQC pot to draw on, but there are a lot of complexities, anomalies and frustrations. (BBC News 21 May 2011)
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Quantity: 2 digital cartoon(s).
The Christchurch City Council is looking to Scandinavia for help with the earthquake re-build. Two Danish based urban design experts are working with the Council over the next four weeks to develop a draft plan for rebuilding the central city.
The cartoon shows a scene of rubble in central Christchurch, a workman appears to have fallen down a deep hole whilst another workman says to a man in a suit 'Your land's safe to re-build on...Geo-Tech are just finishing their in-depth report!'. Context: Refers to sceptism about rebuilding central Christchurch after earthquake damage in 2011.
Quantity: 1 digital cartoon(s).
Imagine, if you will, that you were born in 1870. Your parents are colonists who journeyed to Christchurch to build a new life for themselves and their family. They’re not rich, but you live comfortably enough in this new country. … Continue reading →
It is well established that urban green areas provide a wide range of social, aesthetic, environmental and economic benefits. The importance of urban green spaces has been known for decades; however the relationship between urban livability and green areas, as incorporated in overall urban green structure, has become the focus of international studies during the last 10 to 15 years. The spatial structure of green space systems has important consequences for urban form; configuring urban resources, controlling urban size, improving ecological quality of urban areas and preventing or mitigating natural disasters. However, in the field of architecture or urban design, very little work has been done to investigate the potential for built form to define and differentiate the edge to a green corridor ... This thesis therefore poses the hypothesis that architecture and urban design critically mediate between city and green corridor, through intensification and definition of the built edge, as a means of contributing to an ecological city form.
There is a now a rich literature on the connections between digital media, networked computing, and the shaping of urban material cultures. Much less has addressed the post-disaster context, like we face in Christchurch, where it is more a case of re-build rather than re-new. In what follows I suggest that Lev Manovich’s well-known distinction between narrative and database as distinct but related cultural forms is a useful framework for thinking about the Christchurch rebuild, and perhaps urbanism more generally.
Urban Search and Rescue's lead dog trainer, Brenda Woolley talks about her 17 years of training dogs to step up in dangerous and chaotic situations - including in the aftermath of the 2011 Christchurch earthquakes. Her lifelong ability to build rapport with dogs, and spot which ones have potential to do the tough jobs, led to Brenda working in animal control for the Christchurch City Council - she and her husband Rex have run the Council's dog shelter for 29 years - before she got into Land Search and Rescue and later, Urban SAR. She has a QSM for services to Urban Search and Rescue. If you think your dog fits the requirements Brenda outlines in this interview, and you're keen to register your interest with Urban Search and Rescue, you can visit the team's website, http://www.usardogs.org.nz/
There are many swaths of land that are deemed unsuitable to build on and occupy. These places, however, are rarely within an established city. The Canterbury earthquakes of 2010 and 2011 left areas in central Christchurch with such significant land damage that it is unlikely to be re-inhabited for a considerable period of time. These areas are commonly known as the ‘Red Zone’.This thesis explores redevelop in on volatile land through innovative solutions found and adapted from the traditional Indonesian construction techniques. Currently, Indonesia’s vernacular architecture sits on the verge of extinction after a cultural shift towards the masonry bungalow forced a rapid decline in their occupation and construction. The 2004 Indian Ocean earthquake and tsunami illustrated the bungalows’ poor performance in the face of catastrophic seismic activity, being outperformed by the traditional structures. This has been particularly evident in the Rumah Aceh construction of the Aceh province in Northern Sumatra. Within a New Zealand context an adaptation and modernisation of the Rumah Aceh construction will generate an architectural response not currently accepted under the scope of NZS 3604:2011; the standards most recent revision following the Canterbury earthquake of 2010 concerning timber-based seismic performance. This architectural exploration will further address light timber structures, their components, sustainability and seismic resilience. Improving new builds’ durability as New Zealand moves away from the previously promoted bungalow model that extends beyond residential and into all aspects of New Zealand built environment.
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
JAN TINETTI to the Minister of Education: What actions has the Government taken to increase the number of New Zealanders participating in vocational education? Hon PAUL GOLDSMITH to the Minister of Finance: What measures, if any, does he have in place to ensure New Zealanders receive good value for money from the Government’s major spending initiatives? Hon JUDITH COLLINS to the Minister of Housing: Will there be any further delays to the conclusion of the KiwiBuild reset, including due to the resignation of the KiwiBuild head of delivery? Dr DUNCAN WEBB to the Minister for Courts: What recent reports has he seen regarding the Canterbury Earthquakes Insurance Tribunal? Hon NIKKI KAYE to the Associate Minister of Education: Does she stand by her statement regarding learning support coordinator allocations, “I’m pleased, I’m really pleased. I know there are people complaining, and that’s OK. We seem to live in a world where somebody’s got to complain about everything”? Hon MARK MITCHELL to the Minister responsible for Pike River Re-entry: Does he stand by all his statements, policies, and actions on the Pike River Mine? ANGIE WARREN-CLARK to the Minister for the Environment: What action is the Government taking to enhance urban development and protect elite soils? TODD MULLER to the Minister of Agriculture: Does he have confidence in New Zealand’s agricultural sector? Hon DAVID BENNETT to the Minister of Corrections: Does he stand by his statement, “We have never had to manage a prisoner like this before”, in relation to the alleged Christchurch gunman? JENNY MARCROFT to the Minister for Infrastructure: What recent announcements has he made regarding the New Zealand Infrastructure Commission-Te Waihanga? BRETT HUDSON to the Minister of Transport: Can he rule out any further increases in transport taxes or charges under this Government? DENISE LEE to the Minister for Women: Why did she say yesterday that the equal pay legislation was in select committee when it was reported back on 13 May, and has been sitting on the Order Paper for three months?
This thesis investigates the relationship between the apocalyptic narrative and the postmodern novel. It explores and builds on Patricia Waugh‟s hypothesis in Practising Postmodernism: Reading Modernism (1992) which suggests that that the postmodern is characterised by an apocalyptic sense of crisis, and argues that there is in fact a strong relationship between the apocalyptic and the postmodern. It does so through an exploration of apocalyptic narratives and themes in five postmodern novels. It also draws on additional supporting material which includes literary and cultural theory and criticism, as well as historical theory. In using the novel as a medium through which to explore apocalyptic narratives, this thesis both assumes and affirms the novel‟s importance as a cultural artefact which reflects the concerns of the age in which it is written. I suggest that each of the novels discussed in this thesis demonstrates the close relationship between the apocalyptic and the postmodern through society‟s concern over the direction of history, the validity of meta-narratives, and other cultural phenomenon, such as war, the development of nuclear weaponry, and terrorism. Although the scope of this thesis is largely confined to the historical-cultural epoch known as postmodernity, it also draws on literature and cultural criticism from earlier periods so as to provide a more comprehensive framework for investigating apocalyptic ideas and their importance inside the postmodern novel. A number of modernist writers are therefore referred to or quoted throughout this thesis, as are other important thinkers from preceding periods whose ideas are especially pertinent. The present thesis was researched and written between March 2010 and August 2011 and is dedicated to all of those people who lost their lives in the apocalyptic events of the February 22nd Christchurch earthquake.
1. Hon PHIL GOFF to the Prime Minister: Has the tax switch which he promised would leave no-one worse off fully compensated all New Zealanders for the rise in the cost of living over the last year; if not, which groups are worse off?
2. Dr RUSSEL NORMAN to the Minister of Finance: Does he agree that due to inflation, no new spending in the upcoming Budget is the equivalent of a cut in real terms?
3. DAVID BENNETT to the Minister of Finance: What tax changes take effect on or around 1 April?
4. Hon DAVID CUNLIFFE to the Minister of Finance: Why did he announce on 17 March 2011 that the Government would carry all the costs of earthquake reconstruction on its balance sheet with no reduction in operating spending, when the Prime Minister said just three days later that new operating spending would be reduced to zero?
5. AARON GILMORE to the Minister of Education: What progress has been made re-opening schools and early childhood education centres in Christchurch following the 22 February earthquake?
6. CHARLES CHAUVEL to the Minister of Civil Defence: To date, how many buildings have been demolished in Canterbury without notifications to the building or business owners?
7. HONE HARAWIRA to the Attorney-General: Is he satisfied that he has the support required for the Marine and Coastal Area (Takutai Moana) Bill to pass into law?
8. DARIEN FENTON to the Minister of Labour: What impact, if any, will the Christchurch earthquake have on the Government's employment law changes due to be implemented on 1 April?
9. JONATHAN YOUNG to the Minister of Corrections: What progress has been made toward the implementation of the smoking ban in New Zealand prisons?
10. CLARE CURRAN to the Minister for Communications and Information Technology: By what date will the 75 percent of urban New Zealanders receive ultra-fast broadband under his current proposal?
11. METIRIA TUREI to the Prime Minister: Does he stand by his statement that the "Government will build the effectiveness of New Zealand's public transport networks" and "will be working closely with the Auckland Council as they develop their strategic vision for the City through the Auckland Spatial Plan"?
12. TODD McCLAY to the Minister for Social Development and Employment: What counselling support is available for Cantabrians impacted by the earthquake?
Questions to Ministers
1. Dr RUSSEL NORMAN to the Minister of Finance: What is the cost impact for the Earthquake Commission following Friday's High Court decision, and what now is the total cost to the Crown of the Canterbury earthquakes?
2. PESETA SAM LOTU-IIGA to the Minister of Finance: What steps has the Government taken to build a more competitive, export-focused economy?
3. Hon PHIL GOFF to the Prime Minister: Does he stand by his statement that "New Zealand simply can't afford a future where 20 percent of our workforce does not have the skills necessary for modern jobs"?
4. TIM MACINDOE to the Minister of Health: What was the average annual increase in elective discharges from 2000/2001 to 2007/2008, and how does this compare to the average annual increase in elective discharges over the last three financial years?
5. Hon PHIL GOFF to the Prime Minister: Does he stand by his statement in relation to part-privatisation of State-owned assets that "there will be some wholesale investors from overseas who will want to buy a little bit of these shares"?
6. KEITH LOCKE to the Minister of Defence: Was he briefed as to the presence of United States personnel at the Provincial Reconstruction Team base in Bamiyan and their duties; if so, what are the duties of the United States personnel at Bamiyan?
7. Hon ANNETTE KING to the Prime Minister: Does he stand by all his answers to Oral Question No 1 on 16 August 2011?
8. NIKKI KAYE to the Minister of Transport: What progress has the Government made on improving Auckland's commuter rail network?
9. Hon DAVID CUNLIFFE to the Minister of Finance: If he expects at least 85 to 90 percent of the State-owned assets he intends to privatise would remain in New Zealand's ownership, including the Crown's holding, what percent of the shares he plans to sell would be bought by foreign buyers?
10. NICKY WAGNER to the Minister of Education: What recent announcements has she made regarding trades academies?
11. Hon DAVID PARKER to the Acting Minister of Energy and Resources: Does she stand by the Government's decision to require Meridian Energy to sell some of its hydro-electricity dams on the Waitaki River to Genesis Energy, and how have the proceeds of the sale been used?
12. JONATHAN YOUNG to the Minister of Corrections: What reports has she received about efforts to cut re-offending rates and rehabilitate offenders?
Questions to Members
1. CLARE CURRAN to the Chairperson of the Transport and Industrial Relations Committee: Has he requested any submissions of evidence about the petition to the Transport and Industrial Relations Committee signed by nearly 14,000 people calling on the Government to retain the Hillside and Woburn workshops?
This paper reports on a service-learning public journalism project in which postgraduate journalism students explore ways to engage with and report on diverse communities. Media scholars have argued that news media, and local newspapers in particular, must re-engage with their communities. Likewise, journalism studies scholars have urged educators to give journalism students greater opportunities to reflect on their work by getting out among journalism’s critics, often consumers or citizens concerned about content and the preparation of future journalists. The challenge for journalism educators is to prepare students for working in partnership with communities while also developing their ability to operate reflectively and critically within the expectations of the news media industry and wider society. The aim of this project has been to help students find ways to both listen and lead in a community, and also reflect on the challenges and critiques of community journalism practices. The project began in 2013 with stories about residents’ recovery following the devastating 2011 Canterbury earthquakes, and aimed to create stories that could contribute to community connection and engagement, and thereby resilience and recovery. The idea was inspired by research about post-disaster renewal that indicated that communities with strong social capital and social networks were more resilient and recovered more quickly and strongly. The project’s longer-term aim has been to explore community journalism practices that give greater power to citizens and communities by prioritising listening and processes of engagement. Over several months, students network with a community group to identify subjects with whom they will co-create a story, and then complete a story on which they must seek the feedback of their subject. Community leaders have described the project as a key example of how to do things “with people not to people”, and an outstanding contribution to the community-led component of Canterbury’s recovery. Analysis of student reflections, which are a key part of each year’s project, reveals the process of engaging with communities has helped students to map community dynamics, think more critically about source relationships, editorial choices and objectivity norms, and to develop a perspective on the diverse ways they can go about their journalism in the future. Each year, students partner with different groups and organisations, addressing different themes each time the project runs. For 2016, the programme proposes to develop the project in a new way, by not just exploring a community’s stories but also exploring its media needs and it aims to work with Christchurch’s new migrant Filipino community to develop the groundwork for a community media and/or communication platform, which Filipino community leaders say is a pressing need. For this iteration, journalism students will be set further research tasks aimed at deepening their ‘public listening’: they will conduct a survey of community members’ media use and needs as well as qualitative research interviews. It is hoped that the data collected will strengthen students’ understanding of their own journalism practice, as well as form the basis for work on developing media tools for minority groups who are generally poorly represented in mainstream media. In 2015, the journalism programme surveyed its community partners and held follow-up interviews with 13 of 18 story subjects to elicit further feedback on its news content and thereby deepen understanding of different community viewpoints. The survey and interview data revealed the project affected story subjects in a number of positive and interesting ways. Subjects said they appreciated the way student reporters took their time to build relationships and understand the context of the community groups with which they were involved, and contrasted this with their experience of professional journalists who had held pre-conceived assumptions about stories and/or rushed into interviews. As a direct consequence of the students’ approach, participants said they better trusted the student journalists to portray them accurately and fairly. Most were also encouraged by the positive recognition stories brought and several said the engagement process had helped their personal development, all of which had spin-offs for their community efforts. The presentation night that wraps up each year’s project, where community groups, story subjects and students come together to network and share the final stories, was cited as a significant positive aspect of the project and a great opportunity for community partners to connect with others doing similar work. Community feedback will be sought in future projects to inform and improve successive iterations.
