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Images, eqnz.chch.2010

Christchurch's old central city police station building will now be demolished on Sunday by implosion. Another one of Christchurch recognisable buildings to be given a death sentence following the earthquakes of 2010/2011. Photo by Geoff Trotter at www.dreamdreams.co.nz

Research papers, Lincoln University

The recent earthquakes in Canterbury have left thousands of Christchurch residents’ homeless or facing the possibility of homelessness. The New Zealand Government, so far, have announced that 5,100 homes in Christchurch will have to be abandoned as a result of earthquake damaged land (Christchurch City Council, 2011). They have been zoned red on the Canterbury Earthquake Recovery Authority (CERA) map and there are another 10,000 that have been zoned orange, awaiting a decision (Christchurch City Council, 2011). This situation has placed pressures on land developers and local authorities to speed up the process associated with the development of proposed subdivisions in Christchurch to accommodate residents in this situation (Tarrant, 2011).

Research papers, The University of Auckland Library

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx