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Research papers, University of Canterbury Library

On 22 February 2011, Canterbury and its largest city Christchurch experienced its second major earthquake within six months. The region is facing major economic and organisational challenges in the aftermath of these events. Approximately 25% of all buildings in the Christchurch CBD have been “red tagged” or deemed unsafe to enter. The New Zealand Treasury estimates that the combined cost of the February earthquake and the September earthquake is approximately NZ$15 billion[2]. This paper examines the national and regional economic climate prior to the event, discusses the immediate economic implications of this event, and the challenges and opportunities faced by organisations affected by this event. In order to facilitate recovery of the Christchurch area, organisations must adjust to a new norm; finding ways not only to continue functioning, but to grow in the months and years following these earthquakes. Some organisations relocated within days to areas that have been less affected by the earthquakes. Others are taking advantage of government subsidised aid packages to help retain their employees until they can make long-term decisions about the future of their organisation. This paper is framed as a “report from the field” in order to provide insight into the early recovery scenario as it applies to organisations affected by the February 2011 earthquake. It is intended both to inform and facilitate discussion about how organisations can and should pursue recovery in Canterbury, and how organisations can become more resilient in the face of the next crisis.

Research papers, University of Canterbury Library

As the result of the September 4th 2010 Canterbury earthquake and associated aftershocks on February 22nd 2011 and June 13th 2011, final examinations in the two 100 level economics papers at Canterbury University were cancelled at short notice in semester one 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. This paper attempts to establish how different online assessment conditions affect final grade distributions when online assessments are substituted for an invigilated final examination. Pearson correlation coefficients and Spearman rank order correlation coefficients are used to show that there is a greater correlation between online quizzes and invigilated assessments when those quizzes are only available for a restricted period of time, compared to the whole semester. We find that online quizzes are more closely correlated with invigilated assessments when the first attempt at a quiz is recorded, as opposed to the highest of two attempts. We also find that using the first attempt leads to less grade disruption when compared to a “normal” semester that includes a final examination. Finally, the actual impact on student grades when online quizzes are substituted for a final examination is discussed.