Two projects are documented within this MEM Report: I. The first project examined what was learnt involving the critical infrastructure in the aftermath of natural disasters in the Canterbury region of New Zealand – the most prominent being the series of earthquakes between 2010 and 2011. The project identified several learning gaps, leading to recommendations for further investigations that could add significant value for the lifeline infrastructure community. II. Following the Lifeline Lesson Learnt Project, the Disaster Mitigation Guideline series was initiated with two booklets, one on Emergency Potable Water and a second on Emergency Sanitation. The key message from both projects is that we can and must learn from disasters. The projects described are part of the emergency management, and critical infrastructure learning cycles – presenting knowledge captured by others in a digestible format, enabling the lessons to be reapplied. Without these kinds of projects, there will be fewer opportunities to learn from other’s successes and failures when it comes to preparing for natural disasters.
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
4th September 2010 a 7.1 magnitude earthquake strikes near Christchurch, New Zealand’s second largest city of approximately 370,000 people. This is followed by a 6.3 magnitude quake on 22nd February 2011 and a 6.4 on 13th June. In February 181 people died and a state of national emergency was declared from 23 February to 30th April. Urban Search and Rescue teams with 150 personnel from New Zealand and 429 from overseas worked tirelessly in addition to Army, Police and Fire services. Within the central business district 1,000 buildings (of 4,000) are expected to be demolished. An estimated 10,000 houses require demolition and over 100,000 were damaged. Meanwhile the over 7,000 aftershocks have become part of the “new normal” for us all.
During this time how have libraries supported their staff? What changes have been made to services? What are the resourcing opportunities?
This presentation will provide a personal view from Lincoln University, Te Whare Wanaka o Aoraki, Library Teaching and Learning. Lincoln is New Zealand's third oldest university having been founded in 1878. Publicly owned and operated it is New Zealand's specialist land-based university. Lincoln is based on the Canterbury Plains, 22 kilometres south of Christchurch. On campus there was mostly minor damage to buildings while in the Library 200,000 volumes were thrown from the shelves. I will focus on the experiences of the Disaster Team and on our experiences with hosting temporarily displaced staff and students from the Christchurch Polytechnic Institute of Technology, Library, Learning & Information Services.
Experiences from two other institutions will be highlighted:
Christchurch City Libraries, Ngā Kete Wānanga-o-Ōtautahi. Focusing on the Māori Services Team and the Ngā Pounamu Māori and Ngāi Tahu collections. The Central library located within the red zone cordon has been closed since February, the Central library held the Ngā Pounamu Māori and Ngai Tahu collections, the largest Māori collections in the Christchurch public library network. The lack of access to these collections changed the way the Māori Services Team, part of the larger Programmes, Events and Learning Team at Christchurch City Libraries were able to provide services to their community resulting in new innovative outreach programmes and a focus on promotion of online resources. On 19th December the “temporary” new and smaller Central library Peterborough opened. The retrieved Ngā Pounamu Māori and Ngai Tahu collections "Ngā rakau teitei e iwa”, have since been re-housed and are once again available for use by the public.
Te Rūnanga o Ngāi Tahu. This organisation, established by the Te Rūnanga o Ngāi Tahu Act 1996, services the statutory rights for the people of Ngāi Tahu descent and ensures that the benefits of their Treaty Claim Settlement are enjoyed by Ngāi Tahu now and in the future. Ngāi Tahu are the indigenous Māori people of the southern islands of New Zealand - Te Waipounamu. The iwi (people) hold the rangatiratanga or tribal authority to over 80 per cent of the South Island. With their headquarters based in the central business they have also had to be relocated to temporary facilities. This included their library/archive collection of print resources, art works and taonga (cultural treasures).
This chapter will draw on recent literature and practice experience to discuss the nature of field education in Aotearoa New Zealand. Social work education in this country is provided by academic institutions that are approved by the Social Workers Registration Board. The field education curriculum is therefore shaped by both the regulatory body and the tertiary institutions. Significant numbers of students undertake field education annually which places pressure on industry and raises concerns as to the quality of student experience. Although the importance of field education is undisputed it remains poised in a liminal space between the tertiary education and social service sectors where it is not sufficiently resourced by either. This affects the provision of practice placements as well as the establishment of long-term cross-sector partnerships. Significant events such as the 2010 and 2011 Christchurch earthquakes and recent terrorist attacks have exposed students to different field education experiences signalling the need for programmes to be responsive. Examples of creative learning opportunities in diverse environments, including in indigenous contexts, will be described. Drawing upon recent research, we comment on student and field educator experiences of supervision in the field. Recommendations to further develop social work field education in Aotearoa New Zealand relate to resourcing, infrastructure and quality, support for field educators, and assessment.
Peri-urban environments are critical to the connections between urban and rural ecosystems and their respective communities. Lowland floodplains are important examples that are attractive for urbanisation and often associated with the loss of rural lands and resources. In Christchurch, New Zealand, damage from major earthquakes led to the large-scale abandonment of urban residential properties in former floodplain areas creating a rare opportunity to re-imagine the future of these lands. This has posed a unique governance challenge involving the reassessment of land-use options and a renewed focus on disaster risk and climate change adaptation. Urban-rural tensions have emerged through decisions on relocating residential development, alternative proposals for land uses, and an unprecedented opportunity for redress of degraded traditional values for indigenous (Māori) people. Immediately following the earthquakes, existing statutory arrangements applied to many recovery needs and identified institutional responsibilities. Bespoke legislation was also created to address the scale of impacts. Characteristics of the approach have included attention to information acquisition, iterative assessment of land - use options, and a wide variety of opportunities for community participation. Challenges have included a protracted decision-making process with accompanying transaction costs, and a high requirement for coordination. The case typifies the challenges of achieving ecosystem governance where both urban and rural stakeholders have strong desires and an opportunity to exert influence. It presents a unique context for applying the latest thinking on ecosystem management, adaptation, and resilience, and offers transferable learning for the governance of peri-urban floodplains worldwide.
Following the Canterbury earthquake sequence of 2010-11, a large and contiguous tract of vacated ‘red zoned’ land lies alongside the lower Ōtākaro / Avon River and is known as the Avon-Ōtākaro Red Zone (AORZ). This is the second report in the Ecological Regeneration Options (ERO) project that addresses future land uses in the AORZ. The purpose of this report is to present results from an assessment of restoration opportunities conducted in April 2017. The objectives of the assessment were to identify potential benefits of ecological restoration activities across both land and water systems in the AORZ and characterise the key options for their implementation. The focus of this report is not to provide specific advice on the methods for achieving specific restoration endpoints per se. This will vary at different sites and scales with a large number of combinations possible. Rather, the emphasis is on providing an overview of the many restoration and regeneration options in their totality across the AORZ. An additional objective is to support their adequate assessment in the identification of optimum land uses and adaptive management practices for the AORZ. Participatory processes may play a useful role in assessment and stakeholder engagement by providing opportunities for social learning and the co-creation of new knowledge. We used a facilitated local knowledge based approach that generated a large quantity of reliable and site specific data in a short period of time. By inviting participation from a wide knowledge-holder network inclusivity is improved in comparison to small-group expert panel approaches. Similar approaches could be applied to other information gathering and assessment needs in the regeneration planning process. Findings from this study represent the most comprehensive set of concepts available to date to address the potential benefits of ecological regeneration in the AORZ. This is a core topic for planning to avoid missed opportunities and opportunity costs. The results identify a wide range of activities that may be applied to generate benefits for Christchurch and beyond, all involving aspects of a potential new ecology in the AORZ. These may be combined at a range of scales to create scenarios, quantify benefits, and explore the potential for synergies between different land use options. A particular challenge is acquiring the information needed within relatively short time frames. Early attention to gathering baseline data, addressing technical knowledge gaps, and developing conceptual frameworks to account for the many spatio-temporal aspects are all key activities that will assist in delivering the best outcomes. Methodologies by which these many facets can be pulled together in quantitative and comparative assessments are the focus of the final report in the ERO series.
Researchers have begun to explore the opportunity presented by blue-green infrastructure(a subset of nature-based solutions that provide blue and green space in urban infrastructure)as a response to the pressures of climate change. The 2010/2011 Canterbury earthquake sequence created a unique landscape within which there is opportunity to experiment with and invest in new solutions to climate change adaptation in urban centres. Constructed wetlands are an example of blue-green infrastructure that can potentially support resilience in urban communities. This research explores interactions between communities and constructed wetlands to understand how this may influence perceptions of community resilience. The regeneration of the Ōtākaro Avon River Corridor (OARC) provides a space to investigate these relationships. Seven stakeholders from the community, industry, and academia, each with experience in blue-green infrastructure in the OARC, participated in a series of semi-structured interviews. Each participant was given the opportunity to reflect on their perspectives of community, community resilience, and constructed wetlands and their interconnections. Interview questions aligned with the overarching research objectives to (1) understand perceptions around the role of wetlands in urban communities, (2) develop a definition for community resilience in the context of the Ōtākaro Avon community, and (3) reflect on how wetlands can contribute to (or detract from) community resilience. This study found that constructed wetlands can facilitate learning about the challenges and solutions needed to adapt to climate change. From the perspective of the community representatives, community resilience is linked to social capital. Strong social networks and a relationship with nature were emphasised as core components of a community’s ability to adapt to disruption. Constructed wetlands are therefore recognised as potentially contributing to community resilience by providing spaces for people to engage with each other and nature. Investment in constructed wetlands can support a wider response to climate change impacts. This research was undertaken with the support of the Ōtākaro Living Laboratory Trust, who are invested in the future of the OARC. The outcomes of this study suggest that there is an opportunity to use wetland spaces to establish programmes that explore the perceptions of constructed wetlands from a broader community definition, at each stage of the wetland life cycle, and at wider scales(e.g., at a city scale or beyond).
This article reports on research conducted in Christchurch, New Zealand, after the 22 February 2011 earthquake. This quake and thousands of subsequent aftershocks have left the city of Christchurch with serious infrastructure damage to roads, sewage supply, housing and commercial buildings. The emergence of a vibrant art and craft movement in the Christchurch region post earthquake has been an unexpected aspect of the recovery process. The article begins with a review of the literature on traditional responses to disaster recovery illustrating how more contemporary approaches are community-focused. We review the links between crafting and well-being, and report on qualitative research conducted with five focus groups and nine individuals who have contributed to this movement in Christchurch. The findings illustrate the role crafting has played post earthquake, in terms of processing key elements of the disaster for healing and recovery, creating opportunities for social support; giving to others; generating learning and meaning making and developing a vision for the future. The data analysis is underpinned by theory related to post-traumatic growth and ecological concerns. The role of social work in promoting low-cost initiatives such as craft groups to foster social resilience and aid in the recovery from disaster trauma is explored. This discussion considers why such approaches are rare in social work.
Recently developed performance-based earthquake engineering framework, such as one provided by PEER (Deierlein et al. 2003), assist in the quantification in terms of performance such as casualty, monetary losses and downtime. This opens up the opportunity to identify cost-effective retrofit/rehabilitation strategies by comparing upfront costs associated with retrofit with the repair costs that can be expected over time. This loss assessment can be strengthened by learning from recent earthquakes, such as the 2010 Canterbury and 2016 Kaikoura earthquakes. In order to investigate which types of retrofit/rehabilitation strategies may be most cost-effective, a case study building was chosen for this research. The Pacific Tower, a 22-storey EBF apartment located within the Christchurch central business district (CBD), was damaged and repaired during the 2010 Canterbury earthquake series. As such, by taking hazard levels accordingly (i.e. to correspond to the Christchurch CBD), modelling and analysing the structure, and considering the vulnerability and repair costs of its different components, it is possible to predict the expected losses of the aforementioned building. Using this information, cost-effective retrofit/rehabilitation strategy can be determined. This research found that more often than not, it would be beneficial to improve the performance of valuable non-structural components, such as partitions. Although it is true that improving such elements will increase the initial costs, over time, the benefits gained from reduced losses should be expected to overcome the initial costs. Aftershocks do increase the predicted losses of a building even in lower intensities due to the fact that non-structural components can get damaged at such low intensities. By comparing losses computed with and without consideration of aftershocks for a range of historical earthquakes, it was found that the ratio between losses due to main shock with aftershocks to the losses due to the main shock only tended to increase with increasing main shock magnitude. This may be due to the fact that larger magnitude earthquakes tend to generate larger magnitude aftershocks and as those aftershocks happen within a region around the main shock, they are more likely to cause intense shaking and additional damage. In addition to this observation, it was observed that the most significant component of loss of the case study building was the non-structural partition walls.
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.
This thesis describes the management process of innovation through construction infrastructure projects. This research focuses on the innovation management process at the project level from four views. These are categorised into the separate yet related areas of: “innovation definition”, “Project time”, “project team motivation” and “Project temporary organisation”. A practical knowledge is developed for each of these research areas that enables project practitioners to make the best decision for the right type of innovation at the right phase of projects, through a capable project organisation. The research developed a holistic view on both innovation and the construction infrastructure project as two complex phenomena. An infrastructure project is a long-term capital investment, highly risky and an uncertain. Infrastructure projects can play a key role in innovation and performance improvement throughout the construction industry. The delivery of an infrastructure project is affected in most cases by critical issues of budget constraint, programme delays and safety Where the business climate is characterized by uncertainty, risk and a high level of technological change, construction infrastructure projects are unable to cope with the requirement to develop innovation. Innovation in infrastructure projects, as one of the key performance indicators (KPI) has been identified as a critical capability for performance improvement through the industry. However, in spite of the importance of infrastructure projects in improving innovation, there are a few research efforts that have developed a comprehensive view on the project context and its drivers and inhibitors for innovation in the construction industry. Two main reasons are given as the inhibitors through the process of comprehensive research on innovation management in construction. The first reason is the absence of an understanding of innovation itself. The second is a bias towards research at a firm and individual level, so a comprehensive assessment of project-related factors and their effects on innovation in infrastructure projects has not been undertaken. This study overcomes these issues by adopting as a case study approach of a successful infrastructure project. This research examines more than 500 construction innovations generated by a unique infrastructure alliance. SCIRT (Stronger Christchurch Infrastructure Rebuild Team) is a temporary alliancing organisation that was created to rebuild and recover the damaged infrastructure after the Christchurch 2011 earthquake. Researchers were given full access to the innovation project information and innovation systems under a contract with SCIRT Learning Legacy, provided the research with material which is critical for understanding innovations in large, complex alliancing infrastructure organisation. In this research, an innovation classification model was first constructed. Clear definitions have been developed for six types of construction innovation with a variety of level of novelties and benefits. The innovation classification model was applied on the SCIRT innovation database and the resultant trends and behaviours of different types of innovation are presented. The trends and behaviours through different types of SCIRT innovations developed a unique opportunity to research the projectrelated factors and their effect on the behaviour of different classified types of innovation throughout the project’s lifecycle. The result was the identification of specific characteristics of an infrastructure project that affect the innovation management process at the project level. These were categorised in four separate chapters. The first study presents the relationship between six classified types of innovation, the level of novelty and the benefit they come up with, by applying the innovation classification model on SCIRT innovation database. The second study focused on the innovation potential and limitations in different project lifecycle phases by using a logic relationship between the six classified types of innovation and the three classified phases of the SCIRT project. The third study result develops a holistic view of different elements of the SCIRT motivation system and results in a relationship between the maturity level of definition developed for innovation as one of the KPIs and a desire though the SCIRT innovation incentive system to motivate more important innovations throughout the project. The fourth study is about the role of the project’s temporary organisation that finally results in a multiple-view innovation model being developed for project organisation capability assessment in the construction industry. The result of this thesis provides practical and instrumental knowledge to be used by a project practitioner. Benefits of the current thesis could be categorized in four groups. The first group is the innovation classification model that provides a clear definition for six classified types of innovation with four levels of novelty and specifically defined outcomes and the relationship between the innovation types, novelty and benefit. The second is the ability that is provided for the project practitioner to make the best decision for the right type of innovation at the right phases of a project’s lifecycle. The third is an optimisation that is applied on the SCIRT innovation motivation system that enables the project practitioner to incentivize the right type of innovation with the right level of financial gain. This drives the project teams to develop a more important innovation instead of a simple problemsolving one. Finally, the last and probably more important benefit is the recommended multiple-view innovation model. This is a tool that could be used by a project practitioner in order to empower the project team to support innovation throughout the project.
