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Images for Christchurch Quake; more images...

Videos, UC QuakeStudies

A video of members of the New Zealand Police and the New Zealand Army guarding cordons in the Christchurch central city after the 4 September 2010 earthquake. The video also includes footage of a helicopter flying over the central city.

Videos, UC QuakeStudies

A video of a protest against the Ministry of Education's proposed school closures and mergers in Christchurch. More than a thousand people marched from the CBS Arena to the Ministry of Education office on Princess Street as part of the protest.

Images, UC QuakeStudies

A photograph of a computer monitor and tablet mounted to the wall at The Auricle Sonic Arts Gallery, during the Sound Sky exhibition. The exhibition was part of FESTA 2014, and presented layers of stories, sounds and speculative futures for Christchurch.

Images, eqnz.chch.2010

A local inspecting the damage to St Lukes Church after the 6.3 quake hit. For whom the bell tolls Time marches on For whom the bell tolls Take a look to the sky just before you die It's the last time you will Blackened roar, massive roar, fills the crumbling sky Shattered goal fills his soul with a ruthless cry Stranger now are his eyes to this...

Images, UC QuakeStudies

Part of Mike Hewson's installation 'Homage To Lost Spaces' in the Cramner Courts building, photographs of people riding bicycles have been inserted into a gap in the building. The photographer comments, "Cranmer Courts was very badly damaged in the quakes that unexpectedly hit Christchurch. Originally big photographs were put into the holes where the doors and windows were, but now these massive pictures have been put across the boarded up ends of the buildings to keep them alive in the minds of the people of Christchurch. The project was thought up by Mike Hewson".

Images, UC QuakeStudies

A digitally manipulated image of printer's type, spelling out "Safe Dust". The photographer comments, "After the September 2010 Christchurch earthquake liquefaction poured out of the ground mostly in the East of Christchurch. This silt, which was a form of sand was declared safe and would not harm gardens if it was spread around in moderation. After the February 2011 quake as a result of even more liquefaction and the sewers being ruptured, the liquefaction was declared as toxic. People clearing it up should wear a mask, boots and gloves especially when it had dried up and become dusty. This just so happens to be the words found on an old printing press".

Audio, Radio New Zealand

A family who lived through the 2010 and 2011 Christchurch earthquakes is now in isolation in Spain because of the Covid-19 virus. Spain is currently the fourth most affected country in the world, with more than 2000 new cases reported in the past 48 hours. More than 600 people have died, 90 of which have been reported in the past 24 hours. Yuri Bacas Hosaka, who grew up in Madrid says the family's quake experiences helped prepare them for what they're experiencing right now. Indira asked her how she and her family are coping

Videos, UC QuakeStudies

A video of a tour through the Christchurch central city Red Zone. The video includes footage of Cathedral Square, Hereford Street, the Hotel Grand Chancellor, High Street mall, Gloucester Street, Worcester Street, Latimer Square, and AMI House.

Videos, UC QuakeStudies

A video of a presentation by Garry Williams during the fourth plenary of the 2016 People in Disasters Conference. Williams is the Programme Manager of the Ministry of Education's Greater Christchurch Education Renewal Programme. The presentation is titled, "Education Renewal: A section response to the February 2011 Christchurch earthquake".The abstract for this presentation reads as follows: The Canterbury earthquakes caused a disaster recovery situation unparalleled in New Zealand's history. In addition to widespread damage to residential dwellings and destruction of Christchurch's central business district, the earthquakes damaged more than 200 schools from Hurunui in the north, to the Mackenzie District in the east, and Timaru in the south. The impact on education provision was substantial, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent operational issues caused by the ensuing migration of people. Following the February earthquake, over 12,000 students had left the school they had been attending and enrolled elsewhere - often at a school outside the region. Shortened school days and compression of teaching into short periods meant shift-sharing students engaged in the curriculum being delivered in more diverse ways. School principals and staff reported increased fatigue and stress and changes in student behaviours, often related to repeated exposure to and ongoing reminders of the trauma of the earthquakes. While there has been a shift from direct, trauma-related presentations to the indirect effects of psychological adversity and daily life stresses, international experiences tells us that psychological recovery generally lags behind the immediate physical recovery and rebuilding. The Ministries of Health and Education and the Canterbury District Health Board have developed and implemented a joint action plan to address specifically the emerging mental health issues for youth in Canterbury. However, the impact of vulnerable and stressed adults on children's behaviour contributes to the overall impact of ongoing wellbeing issues on the educational outcomes for the community. There is substantial evidence supporting the need to focus on adults' resilience so they can support children and youth. Much of the Ministry's work around supporting children under stress is through supporting the adults responsible for teaching them and leading their schools. The education renewal programme exists to assist education communities to rebuild and look toward renewal. The response to the earthquakes provides a significant opportunity to better meet the needs and aspirations of children and youth people. All the parents want to see their children eager to learn, achieving success, and gaining knowledge and skills that will, in time, enable them to become confident, adaptable, economically independent adults. But this is not always the case, hence our approach to education renewal seeks to address inequities and improve outcome, while prioritising actions that will have a positive impact on learners in greatest need of assistance.