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Images for gear; more images...

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, Alexander Turnbull Library

Finance Minister Bill English holds a large axe that represents the 'budget' and says 'I wanted to retrieve all my spending tools, but, sadly, with allotted time short, I could only grab this!..' He is standing outside the barrier that surrounds the Christchurch CBD. Context - The Christchurch central business district has been largely out of bounds to anyone but those dealing with the after-effects of the earthquake of February 22 but business owners have been allowed restricted access to retrieve gear and belongings. The 2011 budget looks as though it will be focused on paring everything down because of the sad state of New Zealand's economy at present (made worse by the need to rebuild Christchurch), hence the axe. Quantity: 1 digital cartoon(s).

Research papers, University of Canterbury Library

Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.