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Images, UC QuakeStudies

A poster created by Empowered Christchurch to advertise their submission to the CERA Draft Transition Recovery Plan on social media.The poster reads, "Submission, CERA Draft Transition Recovery Plan. Prime Minister Assurance. Let us remember the much-quoted assurance from the Prime Minister in 2011: 'On behalf of the Government, let me be clear that no one will be left to walk this journey alone. New Zealand will walk this journey with you. We will be there every step of the way. Christchurch; this is not your test; this is New Zealand's test. I promise we will meet this test.' We call on the authorities to live up to this promise. We need a city that is driven by the people that live in it, and enabled by a bureaucracy that accepts and mitigates risks, rather than transferring them to the most vulnerable of its residents".

Videos, UC QuakeStudies

A video of Lianne Dalziel speaking to a public gathering about her reasons for standing for the mayoralty of Christchurch. Dalziel talks about starting her mayoralty where Share an Idea left off, making the Council a high performing team, and getting the community involved in the decisions about the future of the city. The video also includes footage of Dalziel taking a tour of the Christchurch central city. Dalziel visits the ChristChurch Cathedral, pointing out a sign which reads, "The earthquakes stopped us, but inept procedures are killing us". She also visits the new Westende Jewellers building, which she notes was the first rebuild in the Christchurch central city but will come down as part of CERA's Transport Plan. Dalziel is shown socialising with members of the public and watching the Christchurch Wizard bless New Regent Street.

Images, UC QuakeStudies

An aerial photograph of the Christchurch central city. The photograph has been captioned by BeckerFraserPhotos, "This photograph shows nearly all of the CBD. The two streets which are prominent in this photograph are Manchester Street on the left and Colombo Street on the right of the photograph. This photograph is from the north, looking towards the southern part of the city. Cathedral Square is about half way up, towards the right. It shows the extent of demolition that has happened already close to the river and near the Manchester/Gloucester Street intersection where there is a lot of bare land surrounding Radio Network House".

Images, UC QuakeStudies

An aerial photograph captioned by BeckerFraserPhotos, "Victoria Square is at the centre of this picture with its green lawns and trees. The bare patch of earth in front s the demolition sites of the Allan McLean building, the Oxford on Avon, and Plunket House. The contract to demolish the Crowne Plaza Hotel has been let, while the fate of the Town Hall is still undecided. The Convention Centre is coming down. On the very bottom, slightly to the right is the Medlab building which is also to be demolished. In the bottom left corner is the PWC building which is also to be demolished".

Videos, UC QuakeStudies

A video of a presentation by Garry Williams during the fourth plenary of the 2016 People in Disasters Conference. Williams is the Programme Manager of the Ministry of Education's Greater Christchurch Education Renewal Programme. The presentation is titled, "Education Renewal: A section response to the February 2011 Christchurch earthquake".The abstract for this presentation reads as follows: The Canterbury earthquakes caused a disaster recovery situation unparalleled in New Zealand's history. In addition to widespread damage to residential dwellings and destruction of Christchurch's central business district, the earthquakes damaged more than 200 schools from Hurunui in the north, to the Mackenzie District in the east, and Timaru in the south. The impact on education provision was substantial, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent operational issues caused by the ensuing migration of people. Following the February earthquake, over 12,000 students had left the school they had been attending and enrolled elsewhere - often at a school outside the region. Shortened school days and compression of teaching into short periods meant shift-sharing students engaged in the curriculum being delivered in more diverse ways. School principals and staff reported increased fatigue and stress and changes in student behaviours, often related to repeated exposure to and ongoing reminders of the trauma of the earthquakes. While there has been a shift from direct, trauma-related presentations to the indirect effects of psychological adversity and daily life stresses, international experiences tells us that psychological recovery generally lags behind the immediate physical recovery and rebuilding. The Ministries of Health and Education and the Canterbury District Health Board have developed and implemented a joint action plan to address specifically the emerging mental health issues for youth in Canterbury. However, the impact of vulnerable and stressed adults on children's behaviour contributes to the overall impact of ongoing wellbeing issues on the educational outcomes for the community. There is substantial evidence supporting the need to focus on adults' resilience so they can support children and youth. Much of the Ministry's work around supporting children under stress is through supporting the adults responsible for teaching them and leading their schools. The education renewal programme exists to assist education communities to rebuild and look toward renewal. The response to the earthquakes provides a significant opportunity to better meet the needs and aspirations of children and youth people. All the parents want to see their children eager to learn, achieving success, and gaining knowledge and skills that will, in time, enable them to become confident, adaptable, economically independent adults. But this is not always the case, hence our approach to education renewal seeks to address inequities and improve outcome, while prioritising actions that will have a positive impact on learners in greatest need of assistance.