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Images, UC QuakeStudies

Prime Minister John Key shaking the hand of the Al Dwyer, the leader of the USAID Disaster Assistance Response Team (DART) outside the US headquarters in Latimer Square. John Key is visiting to thank DART for their efforts in the aftermath of the 22 February 2011 earthquake.

Images, UC QuakeStudies

Prime Minister John Key talking to members of the USAID Disaster Assistance Response Team (DART) outside the US headquarters in Latimer Square. John Key is visiting to thank DART for their efforts in the aftermath of the 22 February 2011 earthquake. Canterbury Recovery Minister Gerry Brownlee is standing behind him.

Images, UC QuakeStudies

Prime Minister John Key talking to Al Dwyer, the leader of the USAID Disaster Assistance Response Team Leader (DART), outside the US headquarters in Latimer Square. John Key is visiting to thank DART for their efforts in the aftermath of the 22 February 2011 earthquake. Canterbury Recovery Minister Gerry Brownlee is standing beside him.

Images, UC QuakeStudies

Prime Minister John Key preparing for a photograph with Al Dwyer, leader of the Disaster Assistance Response Team (DART), and members of DART, outside the US headquarters in Latimer Square. Latimer Square was set up as a temporary headquarters for emergency managements personnel after the 22 February 2011 earthquake.

Images, UC QuakeStudies

Prime Minister John Key talking to Al Dwyer and members of the USAID Disaster Assistance Response Team (DART) outside the US headquarters in Latimer Square. John Key is visiting to thank DART for their efforts in the aftermath of the 22 February 2011 earthquake. Canterbury Recovery Minister Gerry Brownlee is standing behind him.

Images, UC QuakeStudies

Prime Minister John Key preparing for a photograph with Al Dwyer, leader of the Disaster Assistance Response Team (DART), and members of DART, outside the US headquarters in Latimer Square. Latimer Square was set up as a temporary headquarters for emergency managements personnel after the 22 February 2011 earthquake.

Videos, UC QuakeStudies

A video of a presentation by Matthew Pratt during the Resilience and Response Stream of the 2016 People in Disasters Conference. The presentation is titled, "Investing in Connectedness: Building social capital to save lives and aid recovery".The abstract for this presentation reads as follows: Traditionally experts have developed plans to prepare communities for disasters. This presentation discusses the importance of relationship-building and social capital in building resilient communities that are both 'prepared' to respond to disaster events, and 'enabled' to lead their own recovery. As a member of the Canterbury Earthquake Recovery Authority's Community Resilience Team, I will present the work I undertook to catalyse community recovery. I will draw from case studies of initiatives that have built community connectedness, community capacity, and provided new opportunities for social cohesion and neighbourhood planning. I will compare three case studies that highlight how social capital can aid recovery. Investment in relationships is crucial to aid preparedness and recovery.

Images, UC QuakeStudies

Members of the USAID Disaster Assistance Response Team (DART) and the New Zealand Urban Search and Rescue Team conferring in a tent full of equipment in Latimer Square. Latimer Square was set up as a temporary headquarters for emergency management personnel after the 22 February 2011 earthquake.

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.

Research papers, University of Canterbury Library

Developing a holistic understanding of social, cultural, and economic impacts of disasters can help in building disaster risk knowledge for policy making and planning. Many methods can help in developing an understanding of the impacts of a disaster, including interviews and surveys with people who have experienced disaster, which may be invasive at times and create stress for the participants to relive their experiences. In the past decade, social media, blog posts, video blogs (i.e. “vlogs”), and crowdsourcing mechanisms such as Humanitarian OpenStreetMap and Ushahidi, have become prominent platforms for people to share their experiences and impacts of an event from the ground. These platforms allow for the discovery of a range of impact information, from physical impacts, to social, cultural, and psychological impacts. It can also reveal interesting behavioural information such as their decision to heed a warning or not, as people tend to share their experiences and their reactions online. This information can help researchers and authorities understand both the impacts as well as behavioural responses to hazards, which can then shape how early warning systems are designed and delivered. It can also help to identify gaps in desired behavioural responses. This poster presents a selection of cases identified from the literature and grey literature, such as the Haiti earthquake, the Christchurch earthquake, Hurricane Sandy, and Hurricane Harvey, where online platforms were widely used during and after a disaster to document impacts, experiences, and behavioural responses. A summary of key learnings and areas for future research is provided.