Recent tsunami events have highlighted the importance of effective tsunami risk management strategies (including land-use planning, structural and natural mitigation, warning systems, education and evacuation planning). However, the rarity of tsunami means that empirical data concerning reactions to tsunami warnings and evacuation behaviour is rare when compared to findings for evacuations from other hazards. More knowledge is required to document the full evacuation process, including responses to warnings, pre-evacuation actions, evacuation dynamics, and the return home. Tsunami evacuation modelling has the potential to inform evidence-based tsunami risk planning and response. However, to date, tsunami evacuation models have largely focused on the timings of evacuations, rather than behaviours of those evacuating. In this research, survey data was gathered from coastal communities in Banks Peninsula and Christchurch, New Zealand, relating to behaviours and actions during the November 14th 2016 Kaikōura earthquake tsunami. Survey questions asked about immediate actions following the earthquake shaking, reactions to tsunami warnings, pre-evacuation actions, evacuation dynamics and details on congestion. This data was analysed to characterise trends and identify factors that influenced evacuation actions and behaviour, and was further used to develop a realistic evacuation model prototype to evaluate the capacity of the roading network in Banks Peninsula during a tsunami evacuation. The evacuation model incorporated tsunami risk management strategies that have been implemented by local authorities, and exposure and vulnerability data, alongside the empirical data collected from the survey. This research enhances knowledge of tsunami evacuation behaviour and reactions to tsunami warnings, and can be used to refine evacuation planning to ensure that people can evacuate efficiently, thereby reducing their tsunami exposure and personal risk.
The Bachelor of Youth and Community Leadership (BYCL) was launched by the University of Canterbury (UC) in 2020. The genesis of this new degree was a Stage One service-learning course that, in turn, arose from the innovative and active response of many of the university’s students in the aftermath of the Christchurch earthquakes in 2010 and 2011. That innovative action saw the formation of the Student Volunteer Army as well as the adoption of a new set of Graduate Attributes for every undergraduate at the university. The idea of a specialist undergraduate degree that captured this unique chain of events began to take form from 2016. The resulting degree was developed as a flexible, transdisciplinary programme for young (and not so young) leaders wanting an academic grounding for their passions in community leadership and social action. In 2020, the inaugural intake of students commenced their studies. In this reflection, we discuss our experience of teaching within the BYCL for the first time, using a collaborative approach to teaching that we based on what we understand, individually and collectively, to draw on principles of democratic pedagogy.
Recent global tsunami events have highlighted the importance of effective tsunami risk management strategies (including land-use planning, structural and natural defences, warning systems, education and evacuation measures). However, the rarity of tsunami means that empirical data concerning reactions to tsunami warnings and tsunami evacuation behaviour is rare when compared to findings about evacuations to avoid other sources of hazard. To date empirical research into tsunami evacuations has focused on evacuation rates, rather than other aspects of the evacuation process. More knowledge is required about responses to warnings, pre-evacuation actions, evacuation dynamics and the return home after evacuations. Tsunami evacuation modelling has the potential to inform evidence-based tsunami risk planning and response. However to date tsunami evacuation models have largely focused on timings of evacuations, rather than evacuation behaviours. This Masters research uses a New Zealand case study to reduce both of these knowledge gaps. Qualitative survey data was gathered from populations across coastal communities in Banks Peninsula and Christchurch, New Zealand, required to evacuate due to the tsunami generated by the November 14th 2016 Kaikōura Earthquake. Survey questions asked about reactions to tsunami warnings, actions taken prior to evacuating and movements during the 2016 tsunami evacuation. This data was analysed to characterise trends and identify factors that influenced evacuation actions and behaviour. Finally, it was used to develop an evacuation model for Banks Peninsula. Where appropriate, the modelling inputs were informed by the survey data. Three key findings were identified from the results of the evacuation behaviour survey. Although 38% of the total survey respondents identified the earthquake shaking as a natural cue for the tsunami, most relied on receiving official warnings, including sirens, to prompt evacuations. Respondents sought further official information to inform their evacuation decisions, with 39% of respondents delaying their evacuation in order to do so. Finally, 96% of total respondents evacuated by car. This led to congestion, particularly in more densely populated Christchurch city suburbs. Prior to this research, evacuation modelling had not been completed for Banks Peninsula. The results of the modelling showed that if evacuees know how to respond to tsunami warnings and where and how to evacuate, there are no issues. However, if there are poor conditions, including if people do not evacuate immediately, if there are issues with the roading network, or if people do not know where or how to evacuate, evacuation times increase with there being more bottlenecks leading out of the evacuation zones. The results of this thesis highlight the importance of effective tsunami education and evacuation planning. Reducing exposure to tsunami risk through prompt evacuation relies on knowledge of how to interpret tsunami warnings, and when, where and how to evacuate. Recommendations from this research outline the need for public education and engagement, and the incorporation of evacuation signage, information boards and evacuation drills. Overall these findings provide more comprehensive picture of tsunami evacuation behaviour and decision making based on empirical data from a recent evacuation, which can be used to improve tsunami risk management strategies. This empirical data can also be used to inform evacuation modelling to improve the accuracy and realism of the evacuation models.
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.
The performance of buildings in recent New Zealand earthquakes (Canterbury, Seddon and Kaikōura), delivered stark lessons on seismic resilience. Most of our buildings, with a few notable exceptions, performed as our Codes intended them to, that is, to safeguard people from injury. Many buildings only suffered minor structural damage but were unable to be reused and occupied for significant periods of time due to the damage and failure of non-structural elements. This resulted in substantial economic losses and major disruptions to our businesses and communities. Research has attributed the damage to poor overall design coordination, inadequate or lack of seismic restraints for non structural elements and insufficient clearances between building components to cater for the interaction of non structural elements under seismic actions. Investigations have found a clear connection between the poor performance of non-structural elements and the issues causing pain in the industry (procurement methods, risk aversion, the lack of clear understanding of design and inspection responsibility and the need for better alignment of the design codes to enable a consistent integrated design approach). The challenge to improve the seismic performance of non structural elements in New Zealand is a complex one that cuts across a diverse construction industry. Adopting the key steps as recommended in this paper is expected to have significant co-benefits to the New Zealand construction industry, with improvements in productivity alongside reductions in costs and waste, as the rework which plagues the industry decreases.
