title: Using tertiary building performance to define post-disaster functionality timeframes for community recovery and resilience

authors: Mayer, Bethany

abstract: Building damage from earthquakes can have significant consequences for communities, leading to direct and indirect losses. These losses include casualties and repair costs, reduced productivity and well-being. Current building codes prioritize life safety by aiming to prevent deaths, but lack provisions for repairability and functionality, resulting in potentially long recovery times. There has been growing interest in enhancing post-earthquake building functionality, which refers to a building's ability to serve its intended purpose. Beyond life safety, additional functionality states have been defined, including re-occupancy (safe shelter), functional recovery (basic service provision), and full functionality (restoration to pre-earthquake conditions). Several frameworks and design methodologies have been developed in the United States to understand the requirements for achieving these higher functionality states. However, these frameworks predominantly focus on structural and non-structural component damage, with limited consideration for external impacts (e.g., neighbouring buildings) and social factors (e.g., pre-event planning and occupancy policies). Furthermore, their applicability outside the United States and on a broader scale remains uncertain. In response to the disruptions caused by the Canterbury earthquake sequence in 2010/2011, New Zealand government organizations have expressed a desire to move beyond existing life safety codes and increase the country's resilience. The requirements for achieving higher functionality states within a New Zealand context remains an active research area. This poster proposes developing a framework for post-earthquake building functionality tailored explicitly to New Zealand. Tertiary education institutions in New Zealand are selected as a case study due to their functional similarities to other community buildings such as libraries, offices, cafes, and auditoriums. The research objectives include learning from institutions affected by the Canterbury earthquake sequence, understanding the needs of institutions nationwide, and investigating the framework's applicability to other types of buildings. The poster presents these objectives and details 
on required resources, timelines, risks, and ethical considerations.

text: Using tertiary building performance to define post-disaster functionality timeframes for community recovery and resilience Building damage from earthquakes can have significant consequences for communities, leading to direct and indirect losses. These losses include casualties and repair costs, reduced productivity and well-being. Current building codes prioritize life safety by aiming to prevent deaths, but lack provisions for repairability and functionality, resulting in potentially long recovery times. There has been growing interest in enhancing post-earthquake building functionality, which refers to a building's ability to serve its intended purpose. Beyond life safety, additional functionality states have been defined, including re-occupancy (safe shelter), functional recovery (basic service provision), and full functionality (restoration to pre-earthquake conditions). Several frameworks and design methodologies have been developed in the United States to understand the requirements for achieving these higher functionality states. However, these frameworks predominantly focus on structural and non-structural component damage, with limited consideration for external impacts (e.g., neighbouring buildings) and social factors (e.g., pre-event planning and occupancy policies). Furthermore, their applicability outside the United States and on a broader scale remains uncertain. In response to the disruptions caused by the Canterbury earthquake sequence in 2010/2011, New Zealand government organizations have expressed a desire to move beyond existing life safety codes and increase the country's resilience. The requirements for achieving higher functionality states within a New Zealand context remains an active research area. This poster proposes developing a framework for post-earthquake building functionality tailored explicitly to New Zealand. Tertiary education institutions in New Zealand are selected as a case study due to their functional similarities to other community buildings such as libraries, offices, cafes, and auditoriums. The research objectives include learning from institutions affected by the Canterbury earthquake sequence, understanding the needs of institutions nationwide, and investigating the framework's applicability to other types of buildings. The poster presents these objectives and details 
on required resources, timelines, risks, and ethical considerations.

year: 2023-08-29

title: Children’s views of their teacher’s role in helping them learn mathematics

authors: Taylor, Merilyn

subjects: education

abstract: This paper reports on data from 183 nine-to eleven-year old children attending six Waikato schools. An analysis is provided of children’s responses to a question about their teacher’s role in helping them learn mathematics. Four major roles were identified, including mentor, classroom manager, transmitter of information, and arbiter of decisions. The implications for students’ mathematics learning of viewing their teacher in each of these roles are then discussed. The importance for teachers of recognising the ways they are perceived by their students is also considered.

text: Children’s views of their teacher’s role in helping them learn mathematics This paper reports on data from 183 nine-to eleven-year old children attending six Waikato schools. An analysis is provided of children’s responses to a question about their teacher’s role in helping them learn mathematics. Four major roles were identified, including mentor, classroom manager, transmitter of information, and arbiter of decisions. The implications for students’ mathematics learning of viewing their teacher in each of these roles are then discussed. The importance for teachers of recognising the ways they are perceived by their students is also considered.

year: 2005

title: Issues in testing the proficiency of learners of indigenous languages: an example relating to young learners of Maori

authors: Crombie, Winifred

subjects: te reo Māori

abstract: In 1999 the New Zealand Ministry of Education commissioned the authors to develop and trial a Māori language proficiency test.  The test was to be appropriate for students in Year 5 of schooling (aged 9/10) who were being educated wholly, or in part, through the medium of Māori language.  In this paper, we discuss the development and trialling of that proficiency test, focusing on the problems we experienced as well as on the test itself and on the ways in which it can be further developed. We also consider the implications of this project for the development of proficiency tests for other indigenous languages.

text: Issues in testing the proficiency of learners of indigenous languages: an example relating to young learners of Maori In 1999 the New Zealand Ministry of Education commissioned the authors to develop and trial a Māori language proficiency test.  The test was to be appropriate for students in Year 5 of schooling (aged 9/10) who were being educated wholly, or in part, through the medium of Māori language.  In this paper, we discuss the development and trialling of that proficiency test, focusing on the problems we experienced as well as on the test itself and on the ways in which it can be further developed. We also consider the implications of this project for the development of proficiency tests for other indigenous languages.

year: 2000-10