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Images, eqnz.chch.2010

20130704_7677_EOS M-22 Another one on the way out (Day 185/365) A suburban "red zone" house from Velsheda Street (#11), Pacific Park, is finally cut in half and loaded ready for transport out and a future life somewhere else in the South Island, whether it be close by or way down south in Gore or Clinton (where a few have gone already). The hou...

Images, eqnz.chch.2010

20130911_8095_EOS M-33 Another one ready to leave Another salvaged house from the Bexley (Pacific Park) red zone is on the truck and may start it's journey to a new location overnight. #4204

Images, eqnz.chch.2010

20160703_144759_GT-S7275T-04 New sea wall at Redcliffs (185/366) I went for a drive in my second car mainly to charge the battery up and forgot to take my camera gear so only had my phone. This is the new rock wall to replace the severely damaged previous one (in the February 2011 earthquake). Work is still underway on the car parking and p...

Images, eqnz.chch.2010

20170918_6084_7D2-41 Demolition still happening (260/365) Six ½ years after the earthquakes there are still a few demolitions taking place. This one is a block of council owned flats. Whether the whole complex is being demolished or not I don't know., but here the centre block of three is being demolished. The green grass is what was sections...

Images, eqnz.chch.2010

20170509_6305_7D2-62 Remembrance (129/365) Today was the first time I have been to the earthquake memorial since it was completed and opened on 22nd February 2017, six years after the devastating quake that killed the 185 that are named on this wall. I knew two of the people on the list.

Images, eqnz.chch.2010

One of many disabled carparks outside what used to be one of the great sporting complexes in New Zealand. The Queen Elizabeth II Park complex in north-east Christchurch was built initially for the 1974 Commonwealth Games and was used for track and field and the adjoining pool complex had swimming and diving. It was built on an area that was used...

Images, eqnz.chch.2010

Only two of 20 houses left in the Rawhiti Earthquake Village. This from the sign on perimeter fence: "Since 2011, Rawhiti Domain has been used to provide temporary accommodation for those affected by the Canterbury earthquakes. Over 200 households have used the 20 houses while their own homes have been repaired or rebuilt. The demand for acco...

Images, eqnz.chch.2010

20171103_5582_1D3-38 Trees in the Red Zone (307/365) In what used to be sections with houses and yards. Between late 2011 and 2014 the houses (well 95% of them) were removed due to land dropping in the 2011 earthquakes and the proximity of the Avon River, tidal in this area. #8859

Images, eqnz.chch.2010

The ticket office at Lancaster Park (AMI Stadium), not used since the February 2011 earthquake. Windows broken and door boarded up. We are still waiting to see what the outcome is for this stadium. Government want a new one closer to the CBD, so there is talk of this being demolished, while others want it repaired.

Images, eqnz.chch.2010

Porritt Park was, before the earthquakes, the headquarters of hockey in this region. Two astro-turf fields (the main one was other side of the building), and corporate offices etc. The earthquakes buckled all the playing surfaces and damaged the buildings; a couple of smaller ones have been removed. Hockey shifted the other side of the city t...

Research papers, University of Canterbury Library

This study explores the impact post-earthquake images from Christchurch, New Zealand inserted into a task requiring sustained attention or vigilance have on performance, selfreports of task-focus, and cerebra activity using functional near-infrared spectroscopy (fNIRS). The images represent the current state of Christchurch; a city struggling to recover from devastating earthquakes that peaked in February, 2011, killing 185 people, injuring hundreds more and causing widespread and massive damage to infrastructure, land and building in the region. Crowdsourcing was used to gather a series of positive and negative photos from greater Christchurch to be employed in the subsequent experiment. Seventy-one Christchurch resident participants (51 women, 20 men) then took part in a vigilance task with the sourced images embedded to assess possible cognitive disruptions. Participants were randomly assigned to one of three conditions: embedded positive pictures, embedded negative pictures, or embedded scrambled image controls. Task performance was assessed with signal detection theory metrics of sensitivity A’ and β’’. Individuals viewing the positive images, relating to progress, rebuild, or aesthetic aspects within the city, were overall more conservative or less willing to respond than those in the other conditions. In addition, positive condition individuals reported lower task focus, when compared to those in the control condition. However, indicators of cerebral activity (fNIRS) did not differ significantly between the experimental groups. These results combined, suggest that mind wandering events may be being generated when exposed to positive post-earthquake images. This finding fits with recent research which indicates that mind-wandering or day dreaming tends to be positive and future oriented. While positive recovery images may initiate internal thoughts, this could actually prove problematic in contexts in which external attention is required. While the actual environment, of course, needs to recover, support agencies may want to be careful with employing positive recovery imagery in contexts where people actually should be paying attention to something else, like operating a vehicle or machinery.

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.