A multi-disciplinary geo-structural-environmental engineering project funded by the Ministry of Business Innovation and Employment (MBIE) is being carried out at the University of Canterbury. The project aims at developing an eco-friendly seismic isolation foundation system which will improve the seismic performance of medium-density low-rise buildings. Such system is characterized by two main elements: 1) granulated scrap rubber mixed with gravelly soils to be placed beneath the structure, with the goal damping part of the seismic energy before it reaches the superstructure; and 2) a basement raft made of steel-fibre reinforced rubberised concrete (SFRRuC) to enhance the flexibility and toughness of the foundation, looking at better accommodating the displacement demand. In this paper, the main objectives, scope and methodology of the project will be briefly described. A literature review of the engineering properties of steel-fibre reinforced rubberised concrete (RuC) will be presented. Then, preliminary results on concrete mixes with different rubber and steel fibres content will be exhibited.
Recent earthquakes in New Zealand proved that a shift is necessary in the current design practice of structures to achieve better seismic performance. Following such events, the number of new buildings using innovative technical solutions (e.g. base isolation, controlled rocking systems, damping devices, etc.), has increased, especially in Christchurch. However, the application of these innovative technologies is often restricted to medium-high rise buildings due to the maximum benefit to cost ratio. In this context, to address this issue, a multi-disciplinary geo-structural-environmental engineering project funded by the Ministry of Business Innovation and Employment (MBIE) is being carried out at the University of Canterbury. The project aims at developing a foundation system which will improve the seismic performance of medium-density low-rise buildings. Such foundation is characterized by two main elements: 1) granulated tyre rubber mixed with gravelly soils to be placed beneath the structure, with the goal of damping part of the seismic energy before it reaches the superstructure; and 2) a basement raft made of steel-fibre rubberised concrete to enhance the flexibility of the foundation under differential displacement demand. In the first part of this paper, the overarching objectives, scope and methodology of the project will be briefly described. Then, preliminary findings on the materials characterization, i.e., the gravel-rubber mixtures and steel-fibre rubberised concrete mixes, will be presented and discussed with focus on the mechanical behaviour.
This thesis examines the closing of Aranui High School in 2016, a low socio-economic secondary school in eastern Christchurch, New Zealand, and reflects on its history through the major themes of innovation and the impact of central government intervention. The history is explored through the leadership of the school principals, and the necessity for constant adaptation by staff to new ways of teaching and learning, driven by the need to accommodate a more varied student population – academically, behaviourally and culturally – than most other schools in wider Christchurch. Several extreme changes, following a neoliberal approach to education policies at a national government level, impacted severely on the school’s ability to thrive and even survive over the 57 years of its existence, with the final impact of the 2010 and 2011 Canterbury earthquakes leading indirectly to Aranui High’s closure. The earthquakes provided the National government with the impetus to advocate for change to education in Christchurch; changes which impacted negatively on many schools in Christchurch, including Aranui High School. The announcement of the closure of Aranui High shocked many staff and students, who were devastated that the school would no longer exist. Aranui High School, Aranui Primary School, Wainoni Primary School and Avondale Primary School were all closed to make way for Haeata Community Campus, a year 1 to 13 school, which was built on the Aranui High site. Aranui High School served the communities of eastern Christchurch for 57 years from 1960 and deserves acknowledgment and remembrance, and my hope is that this thesis will provide a fair representation of the school’s story, including its successes and challenges, while also explaining the reasons behind the eventual closure. This thesis contributes to New Zealand public history and uses mixed research methods to examine Aranui High School’s role as a secondary school in eastern Christchurch. I argue that the closure of Aranui High School in 2016 was an unjustified act by the Ministry of Education.
Disaster recovery involves the restoration, repair and rejuvenation of both hard and soft infrastructure. In this report we present observationsfrom seven case studies of collaborative planning from post-earthquake Canterbury, each of which was selected as a means of better understanding ‘soft infrastructure for hard times’. Though our investigation is located within a disaster recovery context, we argue that the lessons learned are widely applicable. Our seven case studies highlighted that the nature of the planning process or journey is as important as the planning objective or destination. A focus on the journey can promote positive outcomes in and of itself through building enduring relationships, fostering diverse leaders, developing new skills and capabilities, and supporting translation and navigation. Collaborative planning depends as much upon emotional intelligence as it does technical competence, and we argue that having a collaborative attitude is more important than following prescriptive collaborative planning formulae. Being present and allowing plenty of time are also key. Although deliberation is often seen as an improvement on technocratic and expertdominated decision-making models, we suggest that the focus in the academic literature on communicative rationality and discursive democracy has led us to overlook other more active forms of planning that occur in various sites and settings. Instead, we offer an expanded understanding of what planning is, where it happens and who is involved. We also suggest more attention be given to values, particularly in terms of their role as a compass for navigating the terrain of decision-making in the collaborative planning process. We conclude with a revised model of a (collaborative) decision-making cycle that we suggest may be more appropriate when (re)building better homes, towns and cities.
