The famous evangelist preacher, Billy Graham, has died age 99. Salvation is the topic of today's half-time discussion on The Panel. Julia Hartley Moore and James Nokise each have topics they want to talk about. One of the heroes from the Christchurch earthquake gives his take on where the city is at today and what needs to be done. Will beer-wine be a terrible idea or will it kick off? Worst. Olympian. Ever... with full stops between the words. That is a real Twitter-sryle putdown. It's alluding to Hungarian halfpipe skier Elizabeth Swaney. This year's New Zealander of the year will be announced at an award ceremony in Auckland tonight. It's between Mike King, Kristine Bartlett and Dr Siouxsie Wiles.
The loss of her home in an earthquake then the loss of her daughter - for New Zealander Linda Collins, one loss shook her physical foundations; the other shook her very being. Told by Denise O'Connell [image:147046:full] [audio_play] [image:151581:half] Linda Collins has a BA in English from Massey University and is a copyeditor on the political desk of The Straits Times in Singapore, where her much-loved daughter, Victoria, took her life four years ago aged 17. Linda, husband Malcolm McLeod and Victoria were living in Singapore when the 2011 earthquake struck Christchurch, wrecking the house they owned there. Amid insurer and builder delays, the replacement house was only finally completed three years after Victoria’s death. Linda’s memoir, Loss Adjustment, is her first foray into writing a book, although she is copyeditor of the Lee Kuan Yew international best-seller, Hard Truths to Keep Singapore Going, and used to write for The Expat Files column in Singapore’s Sunday Times. Earlier this year, she was shortlisted for publisher Hachette’s mentorship programme, based on the submission of her Not Ash chapter from Loss Adjustment. Poetry is a new passion, meanwhile, and she is studying it at La Salle College of the Arts, Singapore. The photo is from her work pass.
This thesis presents the findings from an experimental programme to determine the performance and behaviour of an integrated building incorporating low damage structural and non-structural systems. The systems investigated included post-tensioned rocking concrete frames, articulated floor solutions, low damage claddings and low damage partition systems. As part of a more general aim to increase the resilience of society against earthquake hazards, more emphasis has been given to damage-control design approaches in research. Multiple low-damage earthquake resistant structural and non-structural systems have emerged that are able to withstand high levels of drift or deflections will little or negligible residual. Dry jointed connections, articulated floor solutions, low damage cladding systems and low damage drywall partitions have all been developed separately and successfully tested. In spite of the extensive research effort and the adoption in practice of the low damage systems, work was required to integrate the systems within one building and verify the constructibility, behaviour and performance of the integrated systems. The objectives of this research were to perform dynamic experimental testing of a building which incorporated the low damage systems and acquire data which could be used to dynamically validate numerical models for each of the systems. A three phase experimental programme was devised and performed to dynamically test a half-scale two storey reinforced concrete building on the University of Canterbury shaking table. The three phases of the programme investigated: The structural system only. The rocking connections were tested as Post-Tensioned only connections and Hybrid connections (including dissipators). Two different articulated floor connections were also investigated. Non-structural systems. The Hybrid building was tested with each non-structural system separately; including low damage claddings, low damage partitions and traditional partitions. The Complete building was tested with Hybrid connections, low damage claddings and low damage partitions all integrated within the test specimen. The building was designed based on a full scale prototype building following the direct displacement based design to reach a peak inter-storey drift of 1.6% in a 1/500 year ground motion for a Wellington site. For each test set up, the test specimen was subjected to a ground motion sequence of 39 single direction ground motions. Through the sequence, both the local and global behaviours of the building and integrated systems were recorded in real time. The test specimen was subjected to over 400 ground motions throughout the testing programme. It sustained no significant damage that required reparations other than crumbling of the grout pads. The average peak inter-storey drifts of the buildings were lower than the design value of 1.6%. The low damage non-structural elements were undamaged in the ground motion sequence. The data acquired from each of the phases was used to successfully validate numerical models for each of the low damage systems included in the research.
Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.
