Search

found 27 results

Images for secondary school; more images...

Videos, UC QuakeStudies

A video of a press conference with Minister of Education Hekia Parata about the Ministry's decisions for secondary schools in Christchurch. Earlier in the day Parata announced that all secondary schools will stay open, and that Avonside Girls' High School and Shirley Boys' High School will share a new site.

Research papers, University of Canterbury Library

Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.

Research papers, University of Canterbury Library

During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.

Audio, Radio New Zealand

The earthquake may have rattled the Canterbury province but it certainly didn't affect the local representative at the national secondary school Maori speech competitions. In He Rourou, we hear the impromptu speech by Satrianni Reihana, she chose to talk about extolling one's own virtue.

Research papers, University of Canterbury Library

This thesis examines the closing of Aranui High School in 2016, a low socio-economic secondary school in eastern Christchurch, New Zealand, and reflects on its history through the major themes of innovation and the impact of central government intervention. The history is explored through the leadership of the school principals, and the necessity for constant adaptation by staff to new ways of teaching and learning, driven by the need to accommodate a more varied student population – academically, behaviourally and culturally – than most other schools in wider Christchurch. Several extreme changes, following a neoliberal approach to education policies at a national government level, impacted severely on the school’s ability to thrive and even survive over the 57 years of its existence, with the final impact of the 2010 and 2011 Canterbury earthquakes leading indirectly to Aranui High’s closure. The earthquakes provided the National government with the impetus to advocate for change to education in Christchurch; changes which impacted negatively on many schools in Christchurch, including Aranui High School. The announcement of the closure of Aranui High shocked many staff and students, who were devastated that the school would no longer exist. Aranui High School, Aranui Primary School, Wainoni Primary School and Avondale Primary School were all closed to make way for Haeata Community Campus, a year 1 to 13 school, which was built on the Aranui High site. Aranui High School served the communities of eastern Christchurch for 57 years from 1960 and deserves acknowledgment and remembrance, and my hope is that this thesis will provide a fair representation of the school’s story, including its successes and challenges, while also explaining the reasons behind the eventual closure. This thesis contributes to New Zealand public history and uses mixed research methods to examine Aranui High School’s role as a secondary school in eastern Christchurch. I argue that the closure of Aranui High School in 2016 was an unjustified act by the Ministry of Education.

Audio, Radio New Zealand

What impact are the earthquakes having on secondary students' education? Lynn Freeman talks to Principal of Avonside Girls High School, Sue Hume, and NZQA Deputy Chief Executive, Bali Haque. We also hear from John Bangma, President of the Canterbury Primary Principals' Association, on how primary students are coping.

Research papers, University of Canterbury Library

School travel is a major aspect of a young person’s everyday activity. The relationship between the built environment that youth experience on their way to and from school, influences a number of factors including their development, health and wellbeing. This is especially important in low income areas where the built environment is often poorer, but the need for it to be high quality and accessible is greater. This study focusses on the community of Aranui, a relatively low income suburb in Christchurch, New Zealand. It pays particular attention to Haeata Community Campus, a state school of just under 800 pupils from year one through to year thirteen (ages 5-18). The campus opened in 2017 following the closure of four local schools (three primary and one secondary), as part of the New Zealand Government’s Education Renewal scheme following the Christchurch earthquakes of 2010/11. Dedicated effort toward understanding the local built environment, and subsequent travel patterns has been argued to be insufficiently considered. The key focus of this research was to understand the importance of the local environment in encouraging active school travel. The present study combines geospatial analysis, quantitative survey software Maptionnaire, and statistical models to explore the features of the local environment that influence school travel behaviour. Key findings suggest that distance to school and parental control are the most significant predictors of active transport in the study sample. Almost 75% of students live within two kilometres of the school, yet less than 40% utilise active transport. Parental control may be the key contributing factor to the disproportionate private vehicle use. However, active school travel is acknowledged as a complex process that is the product of many individual, household, and local environment factors. To see increased active transport uptake, the local environment needs to be of greater quality. Meaning that the built environment should be improved to be youth friendly, with greater walkability and safe, accessible cycling infrastructure.

Images, UC QuakeStudies

A digitally manipulated image of damaged Music Centre. The photographer comments, "The destruction caused by the demolition of the heritage buildings damaged in the Christchurch earthquakes looks similar to the scenes in London during the second world war. The building was the Catholic Cathedral College, Christchurch. It was an integrated Catholic co-educational secondary school. It was founded in 1987, but its origins go back more than a 100 years earlier. The college was an amalgamation of two schools: Sacred Heart College for girls, and Xavier College for boys".

Images, UC QuakeStudies

A sign on a fence on Marine Parade in North New Brighton reads "We need your support. We say yes to a new local high school. Northeast Secondary Education Committee." The photographer comments, "A bike ride to New Brighton and the beach 3 weeks after the Feb 22 quake. Roads were still very rough and under reconstruction. I think this issue may be shelved for a while. Unless Shirley Boys High and Avonside Girls High can't be rebuilt, of course".

Research papers, University of Canterbury Library

This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.

Research papers, University of Canterbury Library

Background: There has been a psychopathology focus in disaster research examining adolescent mental health and wellbeing, but recently studies have begun to also examine wellbeing-related constructs. Although an increased risk of posttraumatic stress disorder has been established in disaster-exposed adolescents, comparatively little is known about how disasters impact adolescent wellbeing, nor how factors within the post-disaster environment interact to influence holistic adolescent mental health and wellbeing. Objective: The objective of this study was to describe the holistic mental health and wellbeing of adolescents living in an earthquake-struck city by considering a range of mental health and wellbeing indicators, as well as risk and protective factors hypothesised to influence mental health and wellbeing. The dual-factor model of mental health was used as a framework to guide this study. Method: A survey of Christchurch secondary school students was used to gather data about their subjective wellbeing, risk of low wellbeing, psychological distress, quality of life, exposure to Adverse Childhood Experiences, social support from friends and family, school connectedness, and expectations about future quality of life. Results: A slim majority of students reported good subjective wellbeing (52.3%) and high current quality of life (56.4%), whereas a larger majority reported low risk of psychological distress (79%). An equal proportion of students reported high and low risk of low wellbeing. There were no statistically significant differences in any of the variables measured between adolescents who did and did not live through the Christchurch earthquakes. Regression analyses identified that school connectedness, social support from friends and family, and future expectations of quality of life significantly predicted subjective wellbeing, risk of low wellbeing, risk of psychological distress, and current quality of life. The number of Adverse Childhood Experiences significantly predicted only risk of psychological distress when the effects of other variables were controlled for. Conclusion: The findings of this study indicate that there is a low mean level of wellbeing and quality of life in this sample of adolescents living in a severely earthquake- affected community. School connectedness, social support from family and friends, and expectations about future quality of life were shown to significantly predict variance in subjective wellbeing, quality of life, and psychological distress. This suggests that there are social and environmental factors that can be targeted to improve holistic mental health and wellbeing in disaster-affected adolescents who have experienced high levels of trauma. Conclusions in this study are limited by the representativeness of the sample, the cross- sectional nature of the study, and potential sampling bias.

Research papers, University of Canterbury Library

Background: There has been a psychopathology focus in disaster research examining adolescent mental health and wellbeing, but recently studies have begun to also examine wellbeing-related constructs. Although an increased risk of posttraumatic stress disorder has been established in disaster-exposed adolescents, comparatively little is known about how disasters impact adolescent wellbeing, nor how factors within the post-disaster environment interact to influence holistic adolescent mental health and wellbeing. Objective: The objective of this study was to describe the holistic mental health and wellbeing of adolescents living in an earthquake-struck city by considering a range of mental health and wellbeing indicators, as well as risk and protective factors hypothesised to influence mental health and wellbeing. The dual-factor model of mental health was used as a framework to guide this study. Method: A survey of Christchurch secondary school students was used to gather data about their subjective wellbeing, risk of low wellbeing, psychological distress, quality of life, exposure to Adverse Childhood Experiences, social support from friends and family, school connectedness, and expectations about future quality of life. Results: A slim majority of students reported good subjective wellbeing (52.3%) and high current quality of life (56.4%), whereas a larger majority reported low risk of psychological distress (79%). An equal proportion of students reported high and low risk of low wellbeing. There were no statistically significant differences in any of the variables measured between adolescents who did and did not live through the Christchurch earthquakes. Regression analyses identified that school connectedness, social support from friends and family, and future expectations of quality of life significantly predicted subjective wellbeing, risk of low wellbeing, risk of psychological distress, and current quality of life. The number of Adverse Childhood Experiences significantly predicted only risk of psychological distress when the effects of other variables were controlled for. Conclusion: The findings of this study indicate that there is a low mean level of wellbeing and quality of life in this sample of adolescents living in a severely earthquake-affected community. School connectedness, social support from family and friends, and expectations about future quality of life were shown to significantly predict variance in subjective wellbeing, quality of life, and psychological distress. This suggests that there are social and environmental factors that can be targeted to improve holistic mental health and wellbeing in disaster-affected adolescents who have experienced high levels of trauma. Conclusions in this study are limited by the representativeness of the sample, the cross-sectional nature of the study, and potential sampling bias.

Research papers, University of Canterbury Library

Background: There has been a psychopathology focus in disaster research examining adolescent mental health and wellbeing, but recently studies have begun to also examine wellbeing-related constructs. Although an increased risk of posttraumatic stress disorder has been established in disaster-exposed adolescents, comparatively little is known about how disasters impact adolescent wellbeing, nor how factors within the post-disaster environment interact to influence holistic adolescent mental health and wellbeing. Objective: The objective of this study was to describe the holistic mental health and wellbeing of adolescents living in an earthquake-struck city by considering a range of mental health and wellbeing indicators, as well as risk and protective factors hypothesised to influence mental health and wellbeing. The dual-factor model of mental health was used as a framework to guide this study. Method: A survey of Christchurch secondary school students was used to gather data about their subjective wellbeing, risk of low wellbeing, psychological distress, quality of life, exposure to Adverse Childhood Experiences, social support from friends and family, school connectedness, and expectations about future quality of life. Results: A slim majority of students reported good subjective wellbeing (52.3%) and high current quality of life (56.4%), whereas a larger majority reported low risk of psychological distress (79%). An equal proportion of students reported high and low risk of low wellbeing. There were no statistically significant differences in any of the variables measured between adolescents who did and did not live through the Christchurch earthquakes. Regression analyses identified that school connectedness, social support from friends and family, and future expectations of quality of life significantly predicted subjective wellbeing, risk of low wellbeing, risk of psychological distress, and current quality of life. The number of Adverse Childhood Experiences significantly predicted only risk of psychological distress when the effects of other variables were controlled for. Conclusion: The findings of this study indicate that there is a low mean level of wellbeing and quality of life in this sample of adolescents living in a severely earthquake- affected community. School connectedness, social support from family and friends, and expectations about future quality of life were shown to significantly predict variance in subjective wellbeing, quality of life, and psychological distress. This suggests that there are social and environmental factors that can be targeted to improve holistic mental health and wellbeing in disaster-affected adolescents who have experienced high levels of trauma. Conclusions in this study are limited by the representativeness of the sample, the cross- sectional nature of the study, and potential sampling bias.

Research papers, Victoria University of Wellington

Museums around the world are often affected by major catastrophes, and yet planning for these disasters is an often neglected aspect of museum practice. New Zealand is not immune from these events, as can be seen in the recent series of serious earthquakes in Christchurch in 2010 and 2011. This dissertation considers how prepared the New Zealand museum sector is to handle unexpected events that negatively affect its buildings, staff, operations and treasured collections. The central research question was: What is the overall state of emergency planning in the New Zealand museum sector? There was a significant gap in the literature, especially in the local context, as there has been only one other comparable study conducted in Britain, and nothing locally. This dissertation makes a valuable contribution to the field of museum studies by drawing on theory from relevant areas such as crises management literature and by conducting original empirical research on a topic which has received little attention hitherto. The research employed a number of methods, including a review of background secondary sources, a survey and interviews. After contextualising the study with a number of local examples, Ian online survey was then developed an which enabled precise understanding of the nature of current museum practices and policies around emergency planning. Following this I conducted several interviews with museum professionals from a variety of institutional backgrounds which explored their thoughts and feelings behind the existing practices within the industry. The findings of the research were significant and somewhat alarming: almost 40% of the museum and galleries in New Zealand do not have any emergency plan at all, and only 11% have what they considered ‘complete’ plans. The research revealed a clear picture of the current width and depth of planning, as well as practices around updating the plans and training related to them. Within the industry there is awareness that planning for emergencies is important, but museum staff typically lack the knowledge and guidance needed to conduct effective emergency planning. As a result of the analysis, several practical suggestions are presented aimed at improving emergency planning practices in New Zealand museums. However this study has implications for museum studies and for current museum practice everywhere, as many of the recommendations for resolving the current obstacles and problems are applicable anywhere in the world, suggesting that New Zealand museums could become leaders in this important area.

Research papers, University of Canterbury Library

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.

Videos, UC QuakeStudies

A video of a presentation by Professor David Johnston during the fourth plenary of the 2016 People in Disasters Conference. Johnston is a Senior Scientist at GNS Science and Director of the Joint Centre for Disaster Research in the School of Psychology at Massey University. The presentation is titled, "Understanding Immediate Human Behaviour to the 2010-2011 Canterbury Earthquake Sequence, Implications for injury prevention and risk communication".The abstract for the presentation reads as follows: The 2010 and 2011 Canterbury earthquake sequences have given us a unique opportunity to better understand human behaviour during and immediately after an earthquake. On 4 September 2010, a magnitude 7.1 earthquake occurred near Darfield in the Canterbury region of New Zealand. There were no deaths, but several thousand people sustained injuries and sought medical assistance. Less than 6 months later, a magnitude 6.2 earthquake occurred under Christchurch City at 12:51 p.m. on 22 February 2011. A total of 182 people were killed in the first 24 hours and over 7,000 people injured overall. To reduce earthquake casualties in future events, it is important to understand how people behaved during and immediately after the shaking, and how their behaviour exposed them to risk of death or injury. Most previous studies have relied on an analysis of medical records and/or reflective interviews and questionnaire studies. In Canterbury we were able to combine a range of methods to explore earthquake shaking behaviours and the causes of injuries. In New Zealand, the Accident Compensation Corporation (a national health payment scheme run by the government) allowed researchers to access injury data from over 9,500 people from the Darfield (4 September 2010) and Christchurch (22 February 2011 ) earthquakes. The total injury burden was analysed for demography, context of injury, causes of injury, and injury type. From the injury data inferences into human behaviour were derived. We were able to classify the injury context as direct (immediate shaking of the primary earthquake or aftershocks causing unavoidable injuries), and secondary (cause of injury after shaking ceased). A second study examined people's immediate responses to earthquakes in Christchurch New Zealand and compared responses to the 2011 earthquake in Hitachi, Japan. A further study has developed a systematic process and coding scheme to analyse earthquake video footage of human behaviour during strong earthquake shaking. From these studies a number of recommendations for injury prevention and risk communication can be made. In general, improved building codes, strengthening buildings, and securing fittings will reduce future earthquake deaths and injuries. However, the high rate of injuries incurred from undertaking an inappropriate action (e.g. moving around) during or immediately after an earthquake suggests that further education is needed to promote appropriate actions during and after earthquakes. In New Zealand - as in US and worldwide - public education efforts such as the 'Shakeout' exercise are trying to address the behavioural aspects of injury prevention.