As a 90s baby millennial, Helen Clark was Prime Minister from the time I started primary school to the time I started high school. I grew up in a world where in the eyes of a child there was never … Continue reading →
Home address-based school zoning regulations are widely used in many countries as one means of selecting pupils and estimating future enrolment. However, there is little research regarding an alternative system of zoning for parents’ place of employment. Previous research has failed to analyse potential impacts from workplace-based zoning, including negating the effects of chain migration theory and settlement patterns to facilitate cultural integration, promoting the physical and mental wellbeing of families by enabling their close proximity during the day, as well as positive results concerning a volatile real estate market. As the modern family more often consists of one or both parents working full-time, the requirement of children to attend school near their home may not be as reasonably convenient as near their parents’ workplace. A case study was performed on one primary school in Christchurch, consisting of surveys and interviews of school stakeholders, including parents and staff, along with GIS mapping of school locations. This found deeper motivations for choosing a primary school, including a preference for cultural integration and the desire to school children under 14 years near their parents’ place of employment in case of illness or earthquake. These data suggest that the advantages of workplace-based zoning may be worth considering, and this thesis creates a framework for the Ministry of Education to implement this initiative in a pilot programme for primary schools in Christchurch.
We estimate the causal effects of a large unanticipated natural disaster on high schoolers’ university enrolment decisions and subsequent medium-term labour market outcomes. Using national administrative data after a destructive earthquake in New Zealand, we estimate that the disaster raises tertiary education enrolment of recent high school graduates by 6.1 percentage points. The effects are most pronounced for males, students who are academically weak relative to their peers, and students from schools directly damaged by the disaster. As relatively low ability males are overrepresented in sectors of the labour market helped by the earthquake, greater demand for university may stem from permanent changes in deeper behavioural parameters such as risk aversion or time preference, rather than as a coping response to poor economic opportunities.
Liam takes a work trip to Christchurch. Iris gets a part-time job but before she can start she gets a call from the school about Billy's reaction to an earthquake drill.
Hundreds of children and 12 schools have pre-registered for swimming lessons at Christchurch's new Taiora QE2 sports centre, which opens today. The Canterbury earthquakes damaged the complex beyond repair, and almost six years after it was demolished, a new QE2 has risen from rubble - admittedly smaller and without the athletics track the old one was so well known for. Schools in particular are welcoming today's opening, after having to spend big bucks on transport to get their students to pools for lessons since the quakes. Logan Church reports.
<b>In the late 1960s the Wellington City Council surveyed all the commercial buildings in the city and marked nearly 200 as earthquake prone. The owners were given 15 years to either strengthen or demolish their buildings. The end result was mass demolition throughout the seventies and eighties.¹ Prompted by the Christchurch earthquakes, once again the council has published a list of over 630 earthquake prone buildings that need to be strengthened or demolished by 2030.²Of these earthquake prone buildings, the majority were built between 1880 and 1930, with 125 buildings appearing on the Wellington City Council Heritage Building List.³ This list accounts for a significant proportion of character buildings in the city. There is a danger that the aesthetic integrity of our city will be further damaged due to the urgent need to strengthen these buildings. Many of the building owners are resistant because of the high cost. By adapting these buildings to house co-workspaces, we can gain more than just the retention of the building’s heritage. The seismic upgrade provides the opportunity for the office space to be redesigned to suit changes in the ways we work. Through a design-based research approach this thesis proposes a framework that clarifies the process of adapting Wellington’s earthquake prone heritage buildings to accommodate co-working. This framework deals with the key concepts of program, structure and heritage. The framework is tested on one of Wellington’s earthquake prone heritage buildings, the Wellington Working Men’s Club, in order to demonstrate what can be gained from this strengthening process. ¹ Reid, J., “Hometown Boomtown,” in NZ On Screen (Wellington, 1983).</b> ² Wellington City Council, List of Earthquake Prone Buildings as at 06/03/2017. (Wellington: Absolutely Positively Wellington. 2017). ³ ibid.
‘If you dig a hole through the centre of the Earth, you would arrive in New Zealand’. As Spanish children, we learnt that at school. Spain is the Antipodes of New Zealand. Both countries are at the same time joined … Continue reading →
For some people, religion, spirituality and faith (RSF) serves an important function, helping them deal with difficult everyday life challenges. This qualitative ethnographic study examines how and in what ways a group of Cantabrians engaged with RSF in dealing with diverse forms of significant trauma – from moments of crisis through to more extended processes of recovery. The research is located within the context of post-earthquake Christchurch, and is based on fieldwork undertaken in 2012–2013. It explores the experiences of respondents representing traditional Christian and non-orthodox, non-Christian faith paths. The thesis draws on data from participant stories to emphasise the subjective experience of RSF and trauma. It argues that in times of crisis, some people draw on RSF to help them address difficult life challenges. The study demonstrates the breadth, diversity and significance of such resourcing, as well as the sometimes surprising, unanticipated forms that this engagement with RSF may take. Contrary to theories that emphasise the marginalisation of religion during times of intense distress, the thesis shows that in varying moments of crisis, people for whom RSF is important, may draw on diverse forms of RSF as a matter of priority to help them.
Two tragedies have brought two groups of young people from opposite sides of the world together for a special tree planting in Christchurch. Twenty-eight students from Marjory Stoneman Douglas High School in Florida -- the scene of a deadly shooting in February -- are spending the week with the Student Volunteer Army, established after the Christchurch earthquake. Jonathan Mitchell reports.
Prime Minister Jacinda Ardern is promising help for Tongan children traumatised by Cyclone Gita and says New Zealand was too slow responding to children caught up in the Christchurch earthquakes. Ms Ardern spent the day in Nuku'alofa where she went to a school that was badly damaged from the cyclone last month. RNZ political reporter Mei Heron is in Tonga.
For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.
Background: Earthquakes are found to have lingering post-disaster effects on children that can be present for months or years after the disaster, including hyperarousal symptoms. Young children have the most difficulties in regulating their emotions, especially when they are highly aroused. Colouring-in mandala designs have been found to reduce hyperarousal symptoms of stress in young adults. The purpose of this study was to determine if the same effects of colouring-in mandalas would be seen with children showing signs of hyperarousal. Research Question: To identify what effect colouring-in mandala designs would have on the heart rate in a young child showing signs of hyperarousal. Method: Following approved procedures for informed consent, two 6-year-old girls from a Christchurch primary school were chosen for the study. Heart rate was measured using a Fitbit in a single subject design. The baseline, colouring-in and a second baseline phase were conducted during mathematics. The participants and their teacher reported on arousal, enjoyment, and positive and problem behaviours. The study took 26 school days to complete. Results: Compared with baseline, the average heart rate data showed no decrease in heart rate (i.e., calming effect) during the mandala colouring-in task phase. Conclusions: The participants enjoyed colouring-in the mandalas, but the average heart rate data did not show that colouring-in pre-drawn designs reduced heart rate, a measure of arousal. Major study limitations included; not having suitable participants or a suitable setting for the colouring-in task, and not being able to observe both participants.
The former Earthquake Commission minister, Gerry Brownlee, is defending EQC over claims its assessors in Christchurch were not properly qualified. A growing number of homeowners in the city are discovering EQC assessors have completely missed quake damage including broken foundations costing hundreds of thousands to repair. That's been disastrous for people who've bought homes with hidden damage who are sometimes finding private insurers unwilling to cover the cost of putting right mistakes made by EQC. The company hired by EQC to carry out repairs was Fletcher Construction. Its chief executive at the time, Mark Binns, told Checkpoint that EQC probably hired unqualified people to assess quake damaged homes. Gerry Brownlee refused to be drawn on the comments from Mr Binns. But when asked by RNZ Christchurch reporter, Conan Young, if it was acceptable to have retired policemen, school principals and vacuum cleaner salesmen carrying out assessments for EQC, he admitted finding enough people to do the job was a challenge.
This thesis explores the discussions and perspectives of Christchurch secondary school students in regards to their particular experiences and engagement with Anzac. In this thesis I seek to rigorously and robustly examine these viewpoints through semi-structured focus group interviews and thematic analysis. I seek to situate these youth perspectives within wider debates around Anzac mythology and Anzac resurgence in New Zealand which often do not represent the youth outlook. These debates are seen, on the one hand, to present a resurgence of youth engagement with Anzac and, on the other hand, to present the idea that Anzac has become an exclusionary myth which distorts Australians’ and New Zealanders’ understanding of wider Anzac experiences and educates them in a narrow, militarised way. Youth engagement with Anzac was not something which could be solely situated under either of these debates and, instead, it was seen to be multifaceted and made up of unique ideas and elements. The youth in my study acknowledged that their Anzac education did have mythic elements which made it hard for them to engage with Anzac despite the fact that they were actually interested in learning and understanding it. These mythic elements were the idea that Anzac is taught as a ‘simple narrative’ which does not allow room for critique, that it emphasises a link between Anzac and national identity, that it disregards many alternative Anzac experiences and that it presents a particular New Zealand identity to internalise. These students responded to their mythic Anzac education in a very active way, and instead of accepting it as truth, they were able to have constructive and critical conversations about their education and push against parts of it which they found to be too narrow or skewed in particular directions based on gender, ethnicity and national identity. The students were not passive vessels which internalised their Anzac education as fact; instead, they were able to acknowledge the mythic elements of their education and its negative influence in the classroom. This thesis went further in exploring what factors were seen to enhance this active process of critique and provide students with alternative knowledge and perspectives about Anzac. These factors were ancestral ties to Anzac, research into personal Anzac stories and experiences, unassessed educational units, centenary discussions, an understanding of hardship through the earthquakes and alternative perspectives of the Anzac experience through access to the internet. These factors presented a broader understanding of Anzac perspectives and experiences and students believed that if the mythic elements of their education could be revised and these elements encouraged then their engagement with Anzac would continue long into the future.