Detailed studies on the sediment budget may reveal valuable insights into the successive build-up of the Canterbury Plains and their modification by Holocene fluvialaction connected to major braided rivers. Additionally, they bear implications beyond these fluvial aspects. Palaeoseismological studies claim to have detected signals of major Alpine Fault earthquakes in coastal environments along the eastern seaboard of the South Island (McFadgen and Goff, 2005). This requires high connectivity between the lower reaches of major braided rivers and their mountain catchments to generate immediate significant sediment pulses. It would be contradictory to the above mentioned hypothesis though. Obtaining better control on sediment budgets of braided rivers like the Waimakariri River will finally add significant value to multiple scientific and applied topics like regional resource management. An essential first step of sediment budget studies Is to systematically map the geomorphology, conventionally in the field and/or using remote-sensing applications, to localise, genetically identify, and classify landforms or entire toposequences of the area being investigated. In formerly glaciated mountain environments it is also indispensable to obtain all available chronological information supporting subsequent investigations.
MARK PATTERSON to the Minister of Defence: What progress has been made on the coalition Government’s commitment to expand the Limited Service Volunteer Scheme? Hon SIMON BRIDGES to the Prime Minister: Does she stand by all of her Government’s policies and actions? KIRITAPU ALLAN to the Minister of Finance: What discussions did he have on economic issues on his trip to South Korea and Singapore? Hon STEVEN JOYCE to the Minister of Finance: Does he still intend for all new capital expenditure in Budget 2018 to fit within the $3.4 billion capital allowance as stated in the 2018 Budget Policy Statement? Hon MICHAEL WOODHOUSE to the Minister of Housing and Urban Development: Does he stand by all his statements on the proposed Kiwibuild programme? GOLRIZ GHAHRAMAN to the Minister of Statistics: How is this year’s census different from previous years? MELISSA LEE to the Minister of Broadcasting, Communications and Digital Media: Does she believe it is important for State-owned broadcasters to be independent? JONATHAN YOUNG to the Minister for Regional Economic Development: Does he stand by all the decisions and statements he has made regarding the Provincial Growth Fund? Dr DUNCAN WEBB to the Minister responsible for the Earthquake Commission: What steps has she taken to speed up the fair resolution of outstanding claims relating to the Christchurch earthquakes that occurred seven years ago? Hon NATHAN GUY to the Minister of Agriculture: Does he stand by all of his statements and actions? Hon MARK MITCHELL to the Minister of Defence: Does he stand by all his statements? JO LUXTON to the Minister of Education: What concerns does he have about the future provision of vocational education in New Zealand’s regions?
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.
