Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.
Disasters can create the equivalent of 20 years of waste in only a few days. Disaster waste can have direct impacts on public health and safety, and on the environment. The management of such waste has a great direct cost to society in terms of labor, equipment, processing, transport and disposal. Disaster waste management also has indirect costs, in the sense that slow management can slow down a recovery, greatly affecting the ability of commerce and industry to re-start. In addition, a disaster can lead to the disruption of normal solid waste management systems, or result in inappropriate management that leads to expensive environmental remediation. Finally, there are social impacts implicit in disaster waste management decisions because of psychological impact we expect when waste is not cleared quickly or is cleared too quickly. The paper gives an overview of the challenge of disaster waste management, examining issues of waste quantity and composition; waste treatment; environmental, economic, and social impacts; health and safety matters; and planning. Christchurch, New Zealand, and the broader region of Canterbury were impacted during this research by a series of shallow earthquakes. This has led to the largest natural disaster emergency in New Zealand’s history, and the management of approximately 8 million tons of building and infrastructure debris has become a major issue. The paper provides an overview of the status of disaster waste management in Christchurch as a case study. A key conclusion is the vital role of planning in effective disaster waste management. In spite of the frequency of disasters, in most countries the ratio of time spent on planning for disaster waste management to the time spent on normal waste management is extremely low. Disaster waste management also requires improved education or training of those involved in response efforts. All solid waste professionals have a role to play to respond to the challenges of disaster waste management.
The timeliness and quality of recovery activities are impacted by the organisation and human resourcing of the physical works. This research addresses the suitability of different resourcing strategies on post-disaster demolition and debris management programmes. This qualitative analysis primarily draws on five international case studies including 2010 Canterbury earthquake, 2009 L’Aquila earthquake, 2009 Samoan Tsunami, 2009 Victorian Bushfires and 2005 Hurricane Katrina. The implementation strategies are divided into two categories: collectively and individually facilitated works. The impacts of the implementation strategies chosen are assessed for all disaster waste management activities including demolition, waste collection, transportation, treatment and waste disposal. The impacts assessed include: timeliness, completeness of projects; and environmental, economic and social impacts. Generally, the case studies demonstrate that detritus waste removal and debris from major repair work is managed at an individual property level. Debris collection, demolition and disposal are generally and most effectively carried out as a collective activity. However, implementation strategies are affected by contextual factors (such as funding and legal constraints) and the nature of the disaster waste (degree of hazardous waste, geographical spread of waste etc.) and need to be designed accordingly. Community involvement in recovery activities such as demolition and debris removal is shown to contribute positively to psychosocial recovery.
As the result of the September 4th 2010 Canterbury earthquake and associated aftershocks on February 22nd 2011 and June 13th 2011, final examinations in the two 100 level economics papers at Canterbury University were cancelled at short notice in semester one 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. This paper attempts to establish how different online assessment conditions affect final grade distributions when online assessments are substituted for an invigilated final examination. Pearson correlation coefficients and Spearman rank order correlation coefficients are used to show that there is a greater correlation between online quizzes and invigilated assessments when those quizzes are only available for a restricted period of time, compared to the whole semester. We find that online quizzes are more closely correlated with invigilated assessments when the first attempt at a quiz is recorded, as opposed to the highest of two attempts. We also find that using the first attempt leads to less grade disruption when compared to a “normal” semester that includes a final examination. Finally, the actual impact on student grades when online quizzes are substituted for a final examination is discussed.
On 4 September 2010, people in Canterbury were shaken from their beds by a major earthquake. This report tells the story of the University of Canterbury (UC), its staff and its students, as they rose to the many challenges presented by the earthquake. This report however, is intended to do more than just acknowledge their hard work and determination; it also critically reflects on the things that worked well and the aspects of the response that, in hindsight, could have been done better. Luckily major events such as this earthquake do not happen every day. UC has benefited from the many universities around the world that have shared their experiences of previous disasters. We hope that this report serves to pass forward the favour and enables others to benefit from the lessons that we have learnt from this event.
Questions to Ministers and lt;br / and gt; and lt;br / and gt; 1. Hon ANNETTE KING to the Prime Minister: Is he satisfied that all systems set up pursuant to commitments he has given to assist residents following the Christchurch earthquake are appropriate and working? and lt;br / and gt; and lt;br / and gt; 2. DAVID BENNETT to the Minister of Finance: What do this morning's Reserve Bank economic forecasts show? and lt;br / and gt; and lt;br / and gt; 3. Hon DAVID CUNLIFFE to the Minister of Finance: By what amount has the Reserve Bank lowered the official cash rate today, and what reason has the Bank given for this action? and lt;br / and gt; and lt;br / and gt; 4. GARETH HUGHES to the Minister of Finance: What will be the impact of the recent fuel price rise on the New Zealand economy, including impacts on GDP, consumer spending and the current account? and lt;br / and gt; and lt;br / and gt; 5. Hon DAVID PARKER to the Acting Minister for Economic Development: Has he been advised by the Prime Minister whether his appointment as Acting Minister for Economic Development is temporary or expected to carry on to the election? and lt;br / and gt; and lt;br / and gt; 6. KATRINA SHANKS to the Minister of Transport: What action is the Government taking to improve Wellington's train network? and lt;br / and gt; and lt;br / and gt; 7. Hon DAMIEN O'CONNOR to the Prime Minister: Can he assure the families of those killed in the Pike River Mine disaster that Government funding will be available for the recovery of bodies, given the mine is now in receiver's hands. and lt;br / and gt; and lt;br / and gt; 8. COLIN KING to the Minister of Civil Defence: Is the Government satisfied with the provision of replacement toilets for earthquake-affected Christchurch residents? and lt;br / and gt; and lt;br / and gt; 9. CAROL BEAUMONT to the Minister of Women's Affairs: Can she outline a significant improvement for women initiated by the current Government? and lt;br / and gt; and lt;br / and gt; 10. ALLAN PEACHEY to the Minister of Education: What provisions have been made to ensure continuity of early childhood education and schooling in the Christchurch region since the 22 February earthquake? and lt;br / and gt; and lt;br / and gt; 11. Hon TREVOR MALLARD to the Minister for Communications and Information Technology: What advice did he receive on any perceived conflict of interest before he took part in the Cabinet decision that led to the deferral of the requirement for MediaWorks to pay its frequency licence to the Crown? and lt;br / and gt; and lt;br / and gt; 12. KANWALJIT SINGH BAKSHI to the Minister of Internal Affairs: What reports has he received on the progress of urban search and rescue and firefighter teams working in Christchurch following the 22 February earthquake?
