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Images, Alexander Turnbull Library

Shows John Key phoning Canterbury Earthquake Recovery Minister Gerry Brownlee during his recent visit to China. Key tells Gerry he has found an architect friend in China who can design the new Christchurch Cathedral. Wider context refers to the debate over the 3 plans recently released for the Cathedral, but also refers to media debate concerning Key's involvement in instances of preferential appointments - in particular, his claim to have forgotten a phone call to his friend Ian Fletcher in which Key suggested Fletcher should apply to become director of the Government Communications Security Bureau. See Stuff, 3 April 2013. Colour and black and white versions available Quantity: 2 digital cartoon(s).

Videos, UC QuakeStudies

A video of Prime Minister John Key taking part in a tree planting ceremony on the banks of the Avon River in Christchurch. The trees were planted to symbolise the beginning of the rebuild of the Christchurch central city.

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Prime Minister John Key, centre, visited Christchurch after its 7.1 magnitude earthquake at 04:35 Saturday morning. Mayor Bob Parker took him on a tour of the city which was punctuated by a fire breaking out in a building on Worcester Street. MP John Carter, and Key look at the damage".

Research papers, University of Canterbury Library

A wide range of reinforced concrete (RC) wall performance was observed following the 2010/2011 Canterbury earthquakes, with most walls performing as expected, but some exhibiting undesirable and unexpected damage and failure characteristics. A comprehensive research programme, funded by the Building Performance Branch of the New Zealand Ministry of Business, Innovation and Employment, and involving both numerical and experimental studies, was developed to investigate the unexpected damage observed in the earthquakes and provide recommendations for the design and assessment procedures for RC walls. In particular, the studies focused on the performance of lightly reinforced walls; precast walls and connections; ductile walls; walls subjected to bi-directional loading; and walls prone to out-of-plane instability. This paper summarises each research programme and provides practical recommendations for the design and assessment of RC walls based on key findings, including recommended changes to NZS 3101 and the NZ Seismic Assessment Guidelines.

Research papers, University of Canterbury Library

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