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Research papers, Victoria University of Wellington

In the aftermath of the 2011 earthquake, a state of polycentric urbanity was thrust upon New Zealand’s second largest city. As the city-centre lay in disrepair, smaller centres started to materialise elsewhere, out of necessity. Transforming former urban peripheries and within existing suburbs into a collective, dispersed alternative to the city centre, these sub-centres prompted a range of morphological, socio-cultural and political transformations, and begged multiple questions: how to imbue these new sub-centres with gravity? How to render them a genuine alternative to the CBD? How do they operate within the wider city? How to cope with the physical and cultural transformations of this shifting urbanscape and prevent them occurring ad lib? Indeed, the success and functioning of the larger urban structure hinges upon a critical, informed response to these sub-centre urban contexts. Yet, with an unrelenting focus on the CBD rebuild - effectively a polycentric denial - little such attention has been granted.  Taking this urban condition as its premise and its provocation, this thesis investigates architecture’s role in the emergent sub-centre. It asks: what can architecture do in these urban contexts; how can architecture act upon the emergent sub-centre in a critical, catalytic fashion? Identifying this volatile condition as both an opportunity for architectural experimentation and a need for critical architectural engagement, this thesis seeks to explore the sub-centre (as an idea and actual urban context) as architecture’s project: its raison d’etre, impetus and aspiration.  These inquiries are tested through design-led research: an initial design question provoking further, broader discursive research (and indeed, seeking broader implications). The first section is a site-specific, design for Sumner, Christchurch. Titled ‘An Agora Anew’; this project - both in conception and outcome - is a speculative response to a specific sub-centre condition. The second section ‘The Sub-centre as Architecture’s Project’ explores the ideas provoked by the design project within a discursive framework. Firstly it identifies the sub-centre as a context in desperate need of architectural attention (why architecture?); secondly, it negotiates a possible agenda for architecture in this context through terms of engagement that are formal, critical and opportunistic (how architecture?): enabling it to take a position on and in the sub-centre. Lastly, a critical exegesis positions the design in regards to the broader discursive debate: critiquing it an architectural project predicated upon the idea of the sub-centre.  The implications of this design-led thesis are twofold: firstly, for architecture’s role in the sub-centre (especially to Christchurch); secondly for the possibilities of architecture’s productive engagement with the city (largely through architectural form), more generally. In a century where radical, new urban contexts (of which the sub-centre is just one) are commonplace, this type of thinking – what can architecture do in the city? - is imperative.

Research papers, Victoria University of Wellington

As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand.  The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments.  ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused.  As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease.  Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority.  The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions.  This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation.  This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”.  Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation.  I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.

Audio, Radio New Zealand

Questions to Ministers 1. JONATHAN YOUNG to the Minister of Finance: What advice has he received about factors that lie behind the current turmoil we are witnessing on world financial markets, and what are the implications for New Zealand? 2. KEVIN HAGUE to the Minister of Labour: Does she still agree, as she did on 13 July 2011, with the comment made by Rt Hon John Key on 22 November 2010 that "I have no reason to believe that New Zealand safety standards are any less than Australia's and in fact our safety record for the most part has been very good"? 3. Hon ANNETTE KING to the Prime Minister: Does he stand by his answers to Oral Question No 1 yesterday when he said that the Leader of the Opposition is "just plain wrong" in relation to skills training? 4. KATRINA SHANKS to the Minister for the Environment: How have Government reforms to the Resource Management Act helped increase competition in the grocery business? 5. Hon CLAYTON COSGROVE to the Attorney-General: Will he meet with earthquake victims' families to hear directly why they need independent legal representation; if not, why not? 6. Hon JOHN BOSCAWEN to the Minister of Finance: Does he stand by his statement that "I think the New Zealand Institute of Economic Research is referring to some longer-term issues around demographic change and healthcare costs, and we share the chief executive's concern"? 7. DARIEN FENTON to the Minister of Labour: What is the timeline of the ministerial inquiry into the treatment of foreign fishing crews in New Zealand waters? 8. CHRIS AUCHINVOLE to the Minister for Communications and Information Technology: What progress is being made on the Government's goal of delivering fast broadband to rural areas? 9. Dr KENNEDY GRAHAM to the Minister for Canterbury Earthquake Recovery: Does he agree that an appropriate part of the "red zone" area along the Avon River through Christchurch should be transformed into a "green space" for memorial and recreational public purposes? 10. STUART NASH to the Minister of Finance: Does he believe the tax system is fair for all New Zealanders? 11. KANWALJIT SINGH BAKSHI to the Minister for Social Development and Employment: What steps has the Government taken to manage gateways between benefits? 12. KELVIN DAVIS to the Minister of Education: Does she stand by all of her answers to Oral Question No 8 yesterday?

Audio, Radio New Zealand

DAVID SHEARER to the Prime Minister: Does he stand by his statement “My expectations are that this will be a busy, hard three years’ work and we will need to deliver results for New Zealanders”? Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his statement that “we don’t favour one group over another”? PAUL GOLDSMITH to the Minister of Finance: What reports has he received on housing affordability? GRANT ROBERTSON to the Prime Minister: When his office had a “quick look at the matters involved” with regard to the funding of the Mackenzie Sustainable Futures Trust, whom did they speak to and what documents did they look at to arrive at their conclusion that “we did not find anything that raised concerns to us”? MELISSA LEE to the Minister for Social Development: What initiatives has the Government put in place to better protect children? ANDREW WILLIAMS to the Minister of Finance: Does the Government still intend to achieve a budget surplus by 2014/15; if so, how? GARETH HUGHES to the Minister of Energy and Resources: Does he stand by his statement on the Campbell Live 9 February programme on fracking that, “In Taranaki, it’s actually been done very, very well. There’s been no effect on the environment whatsoever”? Dr JIAN YANG to the Minister of Health: What progress has been made in providing improved child health services? Hon DAVID PARKER to the Minister of Finance: Does he stand by his statement regarding migration to Australia “What’s the point of standing in the airport crying about it?”; if so, how many of the 158,167 people that have migrated to Australia since November 2008, as reported by Statistics NZ, are from 18 to 30 years of age in number and percentage terms? COLIN KING to the Minister of Science and Innovation: How will the Advanced Technology Institute boost business-led research and development? Hon LIANNE DALZIEL to the Minister for Canterbury Earthquake Recovery: Why did he use section 27 of the Canterbury Earthquake Recovery Act 2011 to amend the Canterbury Regional Policy Statement instead of using the Order in Council provisions of the Act or developing the recovery strategy or a recovery plan? SHANE ARDERN to the Minister for Primary Industries: What recent announcements has he made to further improve New Zealand’s biosecurity system?

Videos, UC QuakeStudies

A video of a presentation by Elizabeth McNaughton during the fourth plenary of the 2016 People in Disasters Conference. McNaughton is the Director of the Canterbury Earthquake Recovery Learning and Legacy programme at the Department of the Prime Minister and Cabinet. The presentation is titled, "Leading in Disaster Recovery: A companion through the chaos".The abstract for this presentation reads as follows: Leading in disaster recovery is a deeply human event - it requires us to reach deep inside of ourselves and bring to others the best of who we can be. It's painful, tiring, rewarding and meaningful. The responsibility can be heavy and at times leaders feel alone. The experienced realities of recovery leadership promoted research involving over 100 people around the globe who have worked in disaster recovery. The result is distilled wisdom from those who have walked in similar shoes to serve as a companion and guide for recovery leaders. The leadership themes in Leading in Disaster Recovery: A companion through the chaos include hard-won, honest, personal, brave insights and practical strategies to serve and support other recovery leaders. This guidance is one attempt amongst many others to change the historic tendency to lurch from disaster to disaster without embedding learning and knowledge - something we cannot afford to do if we are to honour those whose lives have been lost or irreversibly changed by disaster. If we are to honour the courageous efforts of those who have previously served disaster-impacted communities we would be better abled to serve those impacted by future disasters.

Videos, UC QuakeStudies

A video of the keynote presentation by Alexander C. McFarlane during the third plenary of the 2016 People in Disasters Conference. McFarlane is a Professor of Psychiatry at the University of Adelaide and the Heady of the Centre for Traumatic Stress Studies. The presentation is titled, "Holding onto the Lessons Disasters Teach".The abstract for this presentation reads as follows: Disasters are sentinel points in the life of the communities affected. They bring an unusual focus to community mental health. In so doing, they provide unique opportunities for better understanding and caring for communities. However, one of the difficulties in the disaster field is that many of the lessons from previous disasters are frequently lost. If anything, Norris (in 2006) identified that the quality of disaster research had declined over the previous 25 years. What is critical is that a longitudinal perspective is taken of representative cohorts. Equally, the impact of a disaster should always be judged against the background mental health of the communities affected, including emergency service personnel. Understandably, many of those who are particularly distressed in the aftermath of a disaster are people who have previously experienced a psychiatric disorder. It is important that disaster services are framed against knowledge of this background morbidity and have a broad range of expertise to deal with the emerging symptoms. Equally, it is critical that a long-term perspective is considered rather than short-term support that attempts to ameliorate distress. Future improvement of disaster management depends upon sustaining a body of expertise dealing with the consequences of other forms of traumatic stress such as accidents. This expertise can be redirected to co-ordinate and manage the impact of larger scale events when disasters strike communities. This presentation will highlight the relevance of these issues to the disaster planning in a country such as New Zealand that is prone to earthquakes.