how is christchurch preparing for future earthquakes

Comparably, 300 lives are lost through traffic accidents each year, and around 120 through drowning. This area is notorious for a constant – and we mean ceaseless – stream of earthquakes, volcanic eruptions and seismic shifting. After the Christchurch earthquake in 2011 the idea that earthquakes could be as lethal as that one turned out to be was really impressed on New Zealanders. Additional factors exacerbated the damage of the February 2011 earthquake. Earthquake monitoring in New Zealand is undertaken by GNS Science’s GeoNet Project which provides a broad-based, around-the-clock monitoring system and a modern data management centre.. Why do we monitor earthquakes? Another reason that casualties are fairly low is due to the lack of enormous buildings that suffer damage and then fall down – subsequently crushing people as they go down – and that is thanks to the fantastic improvement in building standards that have taken place in the country over the past century or so. A University of Canterbury child health researcher is studying the impact of the earthquakes and their aftermath on some of Christchurch’s smallest and most vulnerable residents. Material on this page is offered under a Earthquakes of this size typically result from fault ruptures about five to seven kilometres long, with up to about a meter of seismic slip. There are a variety geologic features that we can use. Photograph: David Wethey/EPA These were the seeds of what Smith hoped would become more of a … Earthquake Preparedness in Christchurch, New Zealand, https://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes, http://www.australiangeographic.com.au/news/2011/02/new-zealand-earthquakes-linked,-say-experts/, http://www.teara.govt.nz/en/historic-earthquakes/page-13, Teaching Sustainability in an Interdisciplinary First-Year Seminar, Strengthening Geoscience Competency for HBCU Pre-Service Teachers Workshop, Pan-African Approaches to Teaching Geoscience, Putting Sustainability into Action workshop, Teaching about Soils as a Critical Resource: Materials and Activities for your Classroom, Expanding the Impact of InTeGrate Projects, Program-Scale InTeGrate Materials for 2YCs, Coastal Hazards, Risk, and Environmental Justice, Broadening Access to the Earth and Environmental Sciences, Engineering, Sustainability, and the Geosciences, Teaching Environmental Justice: Interdisciplinary Approaches, Geoscience and the 21st Century Workforce, Programs that Bring Together Geoscience and Sustainability, Systems, Society, Sustainability and the Geosciences, Adapting InTeGrate Modules for Biology Courses and Online Courses, Addressing Critical Issues in Your Community: Examples for Introductory Courses, Addressing Earthquake Hazards with Lidar, GPS, and InSAR in Upper-level Undergraduate Courses, Addressing Energy Sources and their Impact on the Environment, Addressing Landslide Hazards in Introductory Undergraduate Courses, Addressing Water Resources and Sustainability in Upper-level Undergraduate Courses, Assessing the Impact of InTeGrate Materials in Introductory Environmental Science and Botany Courses, Communicating Science to a Broad Audience: Social Media for You and Your Students, Connecting Earth Science and Sustainability to Teach the NGSS, Connecting Science to Issues of Justice in your Course, Context Diversity: A New Paradigm for Equity and Inclusion in Higher Education, Core Competencies for Sustainability Education Programs, Critical Zone Science: A transdisciplinary approach to environmental science, Designing Activities for Effective Online Teaching, Developing Graduate Students Teaching Capacity with InTeGrate Teaching Materials, Diversity, Equity, and Inclusion in the Earth and Environmental Sciences: Supporting the Success of All Students, Earth Education for a Sustainable Future: Supporting departments and programs through InTeGrate, Earth Education for Sustainable Societies, Engaging Environmental Justice in Geoscience Courses, Exploring ways to make the InTeGrate Mineral Resources module your own, Fostering Systems Thinking in Your Students, Helping your department or program to survive and thrive in the changing world of higher education, Improving Climate Literacy Through your Undergraduate Course, Incorporating Environmental Data-Driven Inquiry and Exploration in Your Course, Integrating Earth Literacy with Societal Issues, Integrating Energy, Earth and Environmental Education, Integrating GPS, SfM, and TLS into geoscience field courses, Integrating Hazards and Societal Impact into Your Course, Interdisciplinary Teaching and Sustainability, Interdisciplinary Teaching: Building Sustainability into your Non-Science Class, Introduction to InTeGrate: How to incorporate the classroom materials into your courses, Introductory Integrate-rich Physical Geology course, Lessons Learned from InTeGrate’s Materials Development Program and What Remains Undone, Moving sustainability forward through community partnerships, collaborative initiatives, and earth advocacy, Pathways to performance expectations using InTeGrate materials, Preparing Your Students for Environmental Careers, Students as Bridges between Disciplines and Across Campus for Sustainability, Supporting All Students Through Active Learning, Sustainable Solutions to Societal Issues AGU 2017, Sustainable solutions to societal issues: Teaching Earth literacy across the undergraduate curriculum, Sustaining Your Interdisciplinary Environmental and Sustainability Program: Opportunities and Resources, Teaching about the Critical Zone and the Changing Biosphere, Teaching Nanoscience in the Earth and Environmental Sciences, Teaching Sustainability and Environmental Justice in the Humanities and Social Sciences, Teaching the Impacts of Human Carbon Emissions on the Atmosphere, Oceans, and Economy, The Importance of Diversity and Equity in Supporting the Whole Student, Transforming Teacher Preparation to Teach for Sustainability, Understanding the Earth System and Key Societal Issues: High school teachers, Understanding the Earth System and Key Societal Issues: K-8 teachers, Using Data to Teach About Societally Important Questions, Using InTeGrate Materials in K-8 Teacher Preparation, Working with Diverse Students on Societally Relevant Geoscience Issues, Short URL: https://serc.carleton.edu/82144. 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