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Research papers, University of Canterbury Library

The 2010–2011 Canterbury earthquake sequence began with the 4 September 2010, Mw7.1 Darfield earthquake and includes up to ten events that induced liquefaction. Most notably, widespread liquefaction was induced by the Darfield and Mw6.2 Christchurch earthquakes. The combination of well-documented liquefaction response during multiple events, densely recorded ground motions for the events, and detailed subsurface characterization provides an unprecedented opportunity to add well-documented case histories to the liquefaction database. This paper presents and applies 50 high-quality cone penetration test (CPT) liquefaction case histories to evaluate three commonly used, deterministic, CPT-based simplified liquefaction evaluation procedures. While all the procedures predicted the majority of the cases correctly, the procedure proposed by Idriss and Boulanger (2008) results in the lowest error index for the case histories analyzed, thus indicating better predictions of the observed liquefaction response.

Research papers, University of Canterbury Library

The UC CEISMIC Canterbury Earthquakes Digital Archive was built following the devastating earthquakes that hit the Canterbury region in the South Island of New Zealand from 2010 – 2012. 185 people were killed in the 6.3 magnitude earthquake of February 22nd 2011, thousands of homes and businesses were destroyed, and the local community endured over 10,000 aftershocks. The program aims to document and protect the social, cultural, and intellectual legacy of the Canterbury community for the purposes of memorialization and enabling research. The nationally federated archive currently stores 75,000 items, ranging from audio and video interviews to images and official reports. Tens of thousands more items await ingestion. Significant lessons have been learned about data integration in post-disaster contexts, including but not limited to technical architecture, governance, ingestion process, and human ethics. The archive represents a model for future resilience-oriented data integration and preservation products.

Research papers, University of Canterbury Library

Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.