An article from the Media Studies Journal of Aotearoa New Zealand Volume 14, Number 1. The article is titled, "www.useless.com: crisis communications on shaky ground". It was written by Kris Vavasour.
A graph showing the results of an opinion poll which asked, "Do you think there is a housing crisis in Christchurch?".
An article from the Media Studies Journal of Aotearoa New Zealand Volume 14, Number 1. The article is titled, "Social Media, Crisis Mapping and the Christchurch Earthquakes of 2011". It was written by Abi Beatson, Angi Buettner, and Tony Schirato.
A video of an interview with a family who are living in a shed. The family lost their rental property after the owners' other property was damaged by the 22 February 2011 earthquake. The family are one of many living in sheds, garages, and tents despite the government's claim that there is no housing crisis in Christchurch.
Photograph captioned by Fairfax, "Crowd shot of firemen from all over Canterbury who were awarded by the New Zealand Fire Commission and New Zealand Government for their service during the Canterbury earthquake crisis. The event was held at the Hall of Flame at Ferrymead Heritage Park".
A video of an interview with Jenny Beecroft and Warren Beecroft about the housing shortage in Christchurch. Jenny's daughter Selena Beecroft had to move into Jenny's house with her two sons after the 22 February 2011 earthquake damaged her rental property. Selena has epilepsy and can only move into a rental property in walking distance of her work and her children's school. The family is one of many living in difficult situations despite the government's claim that there is no housing crisis in Christchurch.
A video of an interview with Mayor Bob Parker about the building consent crisis at the Christchurch City Council. The council received a letter from International Accreditation New Zealand (IANZ) on 30 May 2013. The letter says that the Council has until 28 June 2013 to improve its processes or it will be stripped of its accreditation as a building consent authority.
A video of an interview with Prime Minister John Key about several topical issues. One of these issues is the housing crisis in Christchurch. Key talks about fast tracking the release of land in Christchurch, making sure there are enough resources in the city for building, and working with the Christchurch City Council around consenting. He also talks about the possibility of the National Party winning the Christchurch East by-election.
A video of Lianne Dalziel announcing her decision to run for the mayoralty of Christchurch. Dalziel talks about the rebuild of Christchurch, and the daily lives of those living in post-earthquake Christchurch. She also talks about her decision to run independently, her experience as a minister, and the need for transparency and financial integrity in the Christchurch City Council. Lastly, she talks about the building consent crisis at the Council, and the need for the Council to connect with communities.
When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.