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Research papers, University of Canterbury Library

At 00:02 on 14th November 2016, a Mw 7.8 earthquake occurred in and offshore of the northeast of the South Island of New Zealand. Fault rupture, ground shaking, liquefaction, and co-seismic landslides caused severe damage to distributed infrastructure, and particularly transportation networks; large segments of the country’s main highway, State Highway 1 (SH1), and the Main North Line (MNL) railway line, were damaged between Picton and Christchurch. The damage caused direct local impacts, including isolation of communities, and wider regional impacts, including disruption of supply chains. Adaptive measures have ensured immediate continued regional transport of goods and people. Air and sea transport increased quickly, both for emergency response and to ensure routine transport of goods. Road diversions have also allowed critical connections to remain operable. This effective response to regional transport challenges allowed Civil Defence Emergency Management to quickly prioritise access to isolated settlements, all of which had road access 23 days after the earthquake. However, 100 days after the earthquake, critical segments of SH1 and the MNL remain closed and their ongoing repairs are a serious national strategic, as well as local, concern. This paper presents the impacts on South Island transport infrastructure, and subsequent management through the emergency response and early recovery phases, during the first 100 days following the initial earthquake, and highlights lessons for transportation system resilience.

Research papers, University of Canterbury Library

At 00:02 on 14th November 2016, a Mw 7.8 earthquake occurred in and offshore of the northeast of the South Island of New Zealand. Fault rupture, ground shaking, liquefaction, and co-seismic landslides caused severe damage to distributed infrastructure, and particularly transportation networks; large segments of the country’s main highway, State Highway 1 (SH1), and the Main North Line (MNL) railway line, were damaged between Picton and Christchurch. The damage caused direct local impacts, including isolation of communities, and wider regional impacts, including disruption of supply chains. Adaptive measures have ensured immediate continued regional transport of goods and people. Air and sea transport increased quickly, both for emergency response and to ensure routine transport of goods. Road diversions have also allowed critical connections to remain operable. This effective response to regional transport challenges allowed Civil Defence Emergency Management to quickly prioritise access to isolated settlements, all of which had road access 23 days after the earthquake. However, 100 days after the earthquake, critical segments of SH1 and the MNL remain closed and their ongoing repairs are a serious national strategic, as well as local, concern. This paper presents the impacts on South Island transport infrastructure, and subsequent management through the emergency response and early recovery phases, during the first 100 days following the initial earthquake, and highlights lessons for transportation system resilience.

Audio, Radio New Zealand

It was so nearly lost. As the Christ Church Anglican Cathedral is being rebuilt, historian Edmund Bohan is releasing a history of the distinctive Gothic building. It shows it was controversial even before work started on designing it, let alone building in. From the laying of the foundations to the official opening, it took 40 years, after squabbles over pretty much every aspect of its construction - not to mention the huge problems raising the money to build it in the City Centre. In Heart of the City: The Story of Christchurch's Controversial Cathedral, Edmund is critical of the former Anglican Bishop Victoria Matthews' determination to demolish the badly-damaged cathedral after the Canterbury earthquakes, to replace it with a modern church. And he tells Lynn Freeman he's very much looking forward to seeing the Cathedral restored to its former glory after a lengthy and pricey rebuild. But first he sets the scene. Back in the 1860s, there was controversy over where the cathedral should go, its design, whether it should be in stone or timber - even if there should be a cathedral built at all! Heart of the City: The Story of Christchurch's Controversial Cathedral, by Edmund Bohan is published by Quentin Wilson Publishing.

Research papers, University of Canterbury Library

Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.