The Townsend Observatory is located in the Arts Centre of Christchurch, in what used to be Canterbury College (now University of Canterbury). The Townsend telescope itself is a historic 6-inch Cooke refractor built in 1864 for early Christchurch colonist, Mr James Townsend, and gifted by him to Christchurch College in 1891. At the same time, the Canterbury Astronomical Society handed over its funds to the College to help erect an observatory. The College used this, and money it had set aside for a medical school, to build a biological laboratory with an attached observatory tower, which was completed in 1896. The Biology Building and Observatory Tower was the last major design by architect Benjamin Mountfort. Mr Walter Kitson was appointed custodian of the telescope and regular public open nights commenced. and continued until 2010, with the telescope being operated by students of the Department of Physics and Astronomy, University of Canterbury. The Observatory Tower was badly damaged in the 4 September 2010 earthquake and collapsed in the 22 February 2011 earthquake. The telescope was badly damaged by the collapse, but, amazingly, the optics were found entirely intact. The Department of Physics and Astronomy plans to restore the Townsend Telescope so that it can be returned to a replica Observatory Tower in its central city home, enabling the people of Christchurch, and visitors, to enjoy views of the night sky through this beautiful and historic telescope once again.
Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.
Picture this, you are relaxing at home enjoying the afternoon sun. It is another beautiful Christchurch day in late 2017. There is a knock at the door, you’ve been expecting it. It is a member of the Christchurch Health and Development Study, here to conduct your prearranged interview. The interview request did not come as a surprise of course, you have been participating in these interviews yourself sporadically throughout your adult life, and prior to that you attended many alongside your parents. In fact, you have been answering the studies interview your whole life. Transcripts of these interviews sit in the studies database alongside copies of school reports, health records and a wealth of other information. It has been this way since birth, since your mother was approached back in 1977, not long after you had arrived in this world, and asked if she would consent to participating in the study. She, along with many other Cantabrian new mothers from that year, agreed and the Christchurch Health and Development Study was born. Since then, these interviews have become a matter of routine for you. As life went on many things changed, but one thing that was constant was the sporadic visit from an interviewer of the study. The current interview is a little different from most of the others, however. Last time an interviewer visited in 2012, you were asked if you would like to conduct an earthquake-specific interview, you agreed. This time, the same question was asked. Why? Well because you were there that day of course. The day of the 22nd February 2011 when a major earthquake struck Canterbury. You were there in the centre of the city as buildings came crashing down and people ran for safety. You were there for the chaos. Your knee dully aches, it never did quite heal properly and strangely seems to flare up whenever you think back to that day. A lasting reminder. It is a difficult subject, but you agree to the second earthquake-specific interview. You understand the purpose of the study, and the value of the data collected. You take a sip of the cup of tea politely made upon the interviewer’s arrival, lean back into the comfort of your couch and cast your mind back to that fateful day. So, what does this study mean? Why still participate, all these years later? Over time it has become more apparent as to how valuable this information could be, considering all the experiences through the life course, and to think of the experiences that others in the cohort have had too. How differently have events affected people from all walks of life, who just so happened to be born within the same few months. We can use the data from this study to better understand situations when using life course characteristics which can hopefully influence decision making and population health within New Zealand.
