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Videos, UC QuakeStudies

A video of a conversation between John Hamilton, National Controller of the Civil Defence Emergency Response, and Dr Sonia Giovinazzi, Research Fellow at the Department of Civil and Natural Resource Engineering at the University of Canterbury. Hamilton and Giovinazzi discuss the Civil Defence's response to the 22 February 2011 earthquake and the lessons that they learned.The video includes footage from the Ministry of Civil Defence (licenced under Creative Commons Attribute 3.0 New Zealand).

Research papers, University of Canterbury Library

This paper outlines the deconstruction, redesign and reconstruction of a 2 storey timber building at the University of Canterbury, in Christchurch, New Zealand. The building consists of post tensioned timber frames and walls for lateral and gravity resistance, and timber concrete composite flooring. Originally a test specimen, the structure was subjected to extreme lateral displacements in the University structural testing laboratory. This large scale test of the structural form showed that post tensioned timber can withstand high levels of drift with little to no structural damage in addition to displaying full recentering characteristics with no residual displacements, a significant contributor to post earthquake cost. The building subsequently has been dismantled and reconstructed as offices for the Structural Timber Innovation Company (STIC). In doing this over 90% of the materials have been recycled which further enhances the sustainability of this construction system. The paper outlines the necessary steps to convert the structure from a test specimen into a functioning office building with minimal wastage and sufficient seismic resistance. The feasibility of recycling the structural system is examined using the key indicators of cost and time.

Research papers, University of Canterbury Library

In this paper Paul Millar outlines the development of the University of Canterbury Quakebox project, a collaborative venture between the UC CEISMIC Canterbury Earthquakes Digital Archive and the New Zealand Institute of Language Brain and Behaviour to preserve people’s earthquake stories for the purposes of research, teaching and commemoration. The project collected over 700 stories on high definition video, and Millar is now looking at using the corpus to underpin a longitudinal study of post-quake experience.

Research papers, University of Canterbury Library

Describes an extensive experimental program at the University of Canterbury, for the development of new structural systems and connections for multi-storey laminated veneer lumber (LVL) timber buildings in earthquake-prone areas. The proposed innovative ductile timber connections are conceptually similar to recent seismic solutions successfully developed for precast concrete multi- storey buildings. The paper gives an overview of the research program, and the results of quasi-static cyclic tests on frame subassemblies, including exterior beam-column joints and cantilever columns, as well as pseudo-dynamic tests on cantilever columns. The experimental results showed significant dissipation of hysteretic energy, good self-centering capacity and no appreciable damage of the structural elements, confirming the expected enhanced performance of the proposed structural systems.

Research papers, University of Canterbury Library

The seismic response of unreinforced masonry (URM) buildings, in both their as-built or retrofitted configuration, is strongly dependent on the characteristics of wooden floors and, in particular, on their in-plane stiffness and on the quality of wall-to-floor connections. As part of the development of alternative performance-based retrofit strategies for URM buildings, experimental research has been carried out by the authors at the University of Canterbury, in order to distinguish the different elements contributing to the whole diaphragm's stiffness. The results have been compared to the ones predicted through the use of international guidelines in order to highlight shortcomings and qualities and to propose a simplified formulation for the evaluation of the stiffness properties.

Research papers, University of Canterbury Library

The Resilient Organisations Research Programme and the University of Canterbury are undertaking a longitudinal study to examine the resilience and recovery of organisations within the Canterbury region following the 4 September Canterbury earthquake. The preliminary data suggest the physical, economic and social effects of the earthquake were varied across industry sectors within Canterbury. These preliminary results catalogue organisations’ perceptions of the: - disruptions to their ability to do business - challenges faced in the aftermath of the earthquake - factors that have helped mitigate the effects of the earthquake - revenue changes and projections for the duration of this change - financing options for recovery

Research papers, University of Canterbury Library

The UC CEISMIC Canterbury Earthquakes Digital Archive was built following the devastating earthquakes that hit the Canterbury region in the South Island of New Zealand from 2010 – 2012. 185 people were killed in the 6.3 magnitude earthquake of February 22nd 2011, thousands of homes and businesses were destroyed, and the local community endured over 10,000 aftershocks. The program aims to document and protect the social, cultural, and intellectual legacy of the Canterbury community for the purposes of memorialization and enabling research. The nationally federated archive currently stores 75,000 items, ranging from audio and video interviews to images and official reports. Tens of thousands more items await ingestion. Significant lessons have been learned about data integration in post-disaster contexts, including but not limited to technical architecture, governance, ingestion process, and human ethics. The archive represents a model for future resilience-oriented data integration and preservation products.

Research papers, University of Canterbury Library

Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.