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Research papers, The University of Auckland Library

In 2010 and 2011, Aotearoa New Zealand was hit by a number of major disasters involving loss of human life and severe disruption to social, ecological and economic wellbeing. The Pike River mine explosions were closely followed by a sequence of major earthquakes in Christchurch, seismic events that have permanently altered the lives of thousands of people in our third largest city, the closure of the central business district and the effective abandonment of whole residential areas. In early October 2011, the ship, Rena, grounded on a reef off the port of Tauranga and threatened a major oil spill throughout the Bay of Plenty, where local communities with spiritual and cultural connections to the land depend on sea food as well as thrive on tourism. The Council for Social Work Education Aotearoa New Zealand (CSWEANZ), representing all the Schools of Social Work in New Zealand, held a ‘Disaster Curriculum’ day in November 2011, at which social workers and Civil Defence leaders involved in the Christchurch earthquakes, the Rena Disaster, Fiji floods and the Boxing Day tsunami presented their narrative experience of disaster response and recovery. Workshops discussed and identified core elements that participants considered vital to a social work curriculum that would enable social work graduates in a range of community and cultural settings to respond in safe, creative and informed ways. We present our core ideas for a social work disaster curriculum and consider a wide range of educational content based on existing knowledge bases and new content within a disaster framework. http://www.swsd-stockholm-2012.org/

Research papers, The University of Auckland Library

Following the devastation of the Canterbury earthquake sequence a unique opportunity exists to rebuild and restructure the city of Christchurch, ensuring that its infrastructure is constructed better than before and is innovative. By installing an integrated grid of modern sensor technologies into concrete structures during the rebuild of the Christchurch CBD, the aim is to develop a network of self-monitored ‘digital buildings’. A diverse range of data will be recorded, potentially including parameters such as concrete stresses, strains, thermal deformations, acoustics and the monitoring of corrosion of reinforcement bars. This procedure will allow an on-going complete assessment of the structure’s performance and service life, both before and after seismic activity. The data generated from the embedded and surface mounted sensors will be analysed to allow an innovative and real-time health monitoring solution where structural integrity is continuously known. This indication of building performance will allow the structure to alert owners, engineers and asset managers of developing problems prior to failure thresholds being reached. A range of potential sensor technologies for monitoring the performance of existing and newly constructed concrete buildings is discussed. A description of monitoring work conducted on existing buildings during the July 2013 Cook Strait earthquake sequence is included, along with details of current work that investigates the performance of sensing technologies for detecting crack formation in concrete specimens. The potential market for managing the real-time health of installed infrastructure is huge. Civil structures all over the world require regular visual inspections in order to determine their structural integrity. The information recorded during the Christchurch rebuild will generate crucial data sets that will be beneficial in understanding the behaviour of concrete over the complete life cycle of the structure, from construction through to operation and building repairs until the time of failure. VoR - Version of Record

Research papers, University of Canterbury Library

Case study analysis of the 2010-2011 Canterbury Earthquake Sequence (CES), which particularly impacted Christchurch City, New Zealand, has highlighted the value of practical, standardised and coordinated post-earthquake geotechnical response guidelines for earthquake-induced landslides in urban areas. The 22nd February 2011 earthquake, the second largest magnitude event in the CES, initiated a series of rockfall, cliff collapse and loess failures around the Port Hills which severely impacted the south-eastern part of Christchurch. The extensive slope failure induced by the 22nd February 200 earthquake was unprecedented; and ground motions experienced significantly exceeded the probabilistic seismic hazard model for Canterbury. Earthquake-induced landslides initiated by the 22nd February 2011 earthquake posed risk to life safety, and caused widespread damage to dwellings and critical infrastructure. In the immediate aftermath of the 22nd February 2011 earthquake, the geotechnical community responded by deploying into the Port Hills to conduct assessment of slope failure hazards and life safety risk. Coordination within the voluntary geotechnical response group evolved rapidly within the first week post-earthquake. The lack of pre-event planning to guide coordinated geotechnical response hindered the execution of timely and transparent management of life safety risk from coseismic landslides in the initial week after the earthquake. Semi-structured interviews were conducted with municipal, management and operational organisations involved in the geotechnical response during the CES. Analysis of interview dialogue highlighted the temporal evolution of priorities and tasks during emergency response to coseismic slope failure, which was further developed into a phased conceptual model to inform future geotechnical response. Review of geotechnical responses to selected historical earthquakes (Northridge, 1994; Chi-Chi, 1999; Wenchuan, 2008) has enabled comparison between international practice and local response strategies, and has emphasised the value of pre-earthquake preparation, indicating the importance of integration of geotechnical response within national emergency management plans. Furthermore, analysis of the CES and international earthquakes has informed pragmatic recommendations for future response to coseismic slope failure. Recommendations for future response to earthquake-induced landslides presented in this thesis include: the integration of post-earthquake geotechnical response with national Civil Defence and Emergency Management; pre-earthquake development of an adaptive management structure and standard slope assessment format for geotechnical response; and emergency management training for geotechnical professionals. Post-earthquake response recommendations include the development of geographic sectors within the area impacted by coseismic slope failure, and the development of a GIS database for analysis and management of data collected during ground reconnaissance. Recommendations provided in this thesis aim to inform development of national guidelines for geotechnical response to earthquake-induced landslides in New Zealand, and prompt debate concerning international best practice.

Research papers, Victoria University of Wellington

The demand for a new approach to safeguarding New Zealand’s endangered historic buildings was identified as a result of the recent increase in building code and strengthening requirements following the Christchurch earthquakes of 2010-2011. The Wellington City Council identified 266 heritage buildings in the city that must be either strengthened or demolished to address these increased requirements. This thesis explores this threat as an opportunity for researching how contemporary design interventions can be challenged to both strengthen and become active participants in the ongoing history of New Zealand’s potentially endangered historic buildings. This thesis challenges the current approach of completely ‘restoring’ 19th-20th century historic buildings in New Zealand, to develop techniques that structurally reinforce historic buildings while inviting the progressive weathering of a building to remain as a testament to its history. This thesis proposes a structural intervention that is responsive to the progressive history of historic buildings, simultaneously introducing a contemporary structural intervention that both participates in and compliments the progressive historic transformations of the vehicle. This thesis argues that current historic buildings in semi-decayed states in fact enable visitors to witness multiple stages in the life of a building, while fully restored buildings only enable visitors to witness the original form of the building. This thesis proposes a model for contemporary intervention within historic buildings that draws a design intervention from seismic strengthening.The notion of layering is explored as a design approach to incorporate the contemporary with the historic as an additional layer of exposed on-going history, thereby further exposing the layers of history evident within New Zealand’s historic buildings. This thesis combines layering theories of architects Louis Kahn and Carlo Scarpa with related theories of installation artist Mary Miss. The theoretical imperatives of Scarpa and Kahn are explored as a tool of engagement for the junction between the contemporary and historic building materials, and the work of Marry Miss is explored as a design approach for developing a contemporary intervention that references the layered historic building while inviting new means of occupancy between layers. The selected vehicle for the design research investigation is the Albemarle Hotel on Ghuznee Street in Wellington. The techniques proposed in this thesis to strengthen the Albemarle Hotel suggest an approach that might be applied to New Zealand’s wider body of historic buildings that constitute New Zealand’s heritage fabric, ultimately protecting them from demolition while preserving additional layers of their historic narratives. Over all the design research experiments suggest that contemporary interventions derived from structural strengthening may be a viable and cost-effective method of re-inhabiting New Zealand’s endangered heritage buildings, avoiding demolition and securing New Zealand’s heritage for future generations. Research Questions: This thesis challenges the current economically unsustainable approach of laterally reinforcing and completely ‘restoring’ 19th-20th century historic buildings in New Zealand. This thesis argues that current historic buildings in semi-decayed states in fact enable visitors to witness multiple stages in the on-going life of a building. Can the weathered state of New Zealand's heritage buildings be proactively retained and celebrated as witnesses to their history? Can new lateral reinforcing requirements be conceived as active participants in revealing the on-going history of New Zealand's historic buildings?

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.

Research papers, University of Canterbury Library

Between 2010 and 2011, Canterbury experienced a series of four large earthquake events with associated aftershocks which caused widespread damage to residential and commercial infrastructure. Fine grained and uncompacted alluvial soils, typical to the Canterbury outwash plains, were exposed to high peak ground acceleration (PGA) during these events. This rapid increase in PGA induced cyclic strain softening and liquefaction in the saturated, near surface alluvial soils. Extensive research into understanding the response of soils in Canterbury to dynamic loading has since occurred. The Earthquake Commission (EQC), the Ministry of Business and Employment (MBIE), and the Christchurch City Council (CCC) have quantified the potential hazards associated with future seismic events. Theses bodies have tested numerous ground improvement design methods, and subsequently are at the forefront of the Canterbury recovery and rebuild process. Deep Soil Mixing (DSM) has been proven as a viable ground improvement foundation method used to enhance in situ soils by increasing stiffness and positively altering in situ soil characteristics. However, current industry practice for confirming the effectiveness of the DSM method involves specific laboratory and absolute soil test methods associated with the mixed column element itself. Currently, the response of the soil around the columns to DSM installation is poorly understood. This research aims to understand and quantify the effects of DSM columns on near surface alluvial soils between the DSM columns though the implementation of standardised empirical soil test methods. These soil strength properties and ground improvement changes have been investigated using shear wave velocity (Vs), soil behaviour and density response methods. The results of the three different empirical tests indicated a consistent improvement within the ground around the DSM columns in sandier soils. By contrast, cohesive silty soils portrayed less of a consistent response to DSM, although still recorded increases. Generally, within the tests completed 50 mm from the column edge, the soil response indicated a deterioration to DSM. This is likely to be a result of the destruction of the soil fabric as the stress and strain of DSM is applied to the un‐mixed in situ soils. The results suggest that during the installation of DSM columns, a positive ground effect occurs in a similar way to other methods of ground improvement. However, further research, including additional testing following this empirical method, laboratory testing and finite 2D and 3D modelling, would be useful to quantify, in detail, how in situ soils respond and how practitioners should consider these test results in their designs. This thesis begins to evaluate how alluvial soils tend to respond to DSM. Conducting more testing on the research site, on other sites in Christchurch, and around the world, would provide a more complete data set to confirm the results of this research and enable further evaluation. Completing this additional research could help geotechnical DSM practitioners to use standardised empirical test methods to measure and confirm ground improvement rather than using existing test methods in future DSM projects. Further, demonstrating the effectiveness of empirical test methods in a DSM context is likely to enable more cost effective and efficient testing of DSM columns in future geotechnical projects.

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.