If it was populated as densely as England, for example, then the results of quakes would be statistically very different. Christchurch was understandably unprepared for activity on a fault that was previously unidentified. The main thing we do is look for evidence of active faulting. Saying that, losing anyone is horrible, but the average lives lost per year for New Zealand’s history is only three. As an earthquake engineer the quakes provided opportunities close to home to study the mechanisms and aftermath of large earthquakes. The epicenter of the quake was approximately 3 miles from the city center of Christchurch. Ear to the ground: Preparing for and recovering from earthquakes. In the first 80 years of the city's history, four large earthquakes significantly damaged the growing settlement, one seriously. Power-wise the Christchurch quake was a 6.3 and had the power of about four Hiroshima atomic bombs. The first and easiest solution to moderate risks is to make sure that newly erected buildings adhere to newly passed, stringent earthquake-proofing guidelines. However, when you stop to think about it, the answer to this enigma is simple. Christchurch rents went up on average $130 per week or $6,500 a year, between 2011 and 2014.This rent increase amounted to nearly 10% of median household income in the region. On February 22, 2011, residents of the then-second-largest city in New Zealand – Christchurch, located on the South Island's Canterbury Plains – were hit hard by a magnitude 6.3 earthquake. 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. One in ten residents is preparing to leave as it becomes increasingly difficult to rebuild. It is obviously important to consider what this recent earthquake means for Christchurch’s seismic future. Experts predict earthquakes will continue to hit New Zealand’s second city for the next four years. Op-Ed Coping with Disaster and Preparing for the Future: An On-the-Ground View of Japan’s Earthquake Recovery Effort Ry Beville Tuesday, September 13, 2011 We visited Christchurch in 2007 as part of a three week trip around New Zealand and it was one of the most memorable parts of our trip. The base isolation system is not shown. Read on to find out how. New Zealand was once dubbed The Shaky Isles due to it being one of the most seismically active countries in the world. Rod continued with the learnings from this work and has developed, with engineering and planning colleagues, a process of anticipating planning needs and how our society could plan properly for future needs. 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. It has been five years since a major earthquake hit the New Zealand city of Christchurch, but thousands of residents are still waiting for their homes to be repaired or rebuilt, writes Michael Ertl. Finally, at a whole different scale, we saw the quake and resulting tsunami ravage Japan in March, not to mention the 2010 earthquakes that leveled parts of China and Haiti. The type of faulting and resultant shaking pattern was similar in some ways to the magnitude 5.8 and 5.9 earthquakes to hit Christchurch on December 23, 2011. The 2011 Christchurch earthquake was centered just outside this vibrant city on New Zealand's South Island causing mass devastation. ... where future earthquakes are going to occur, how big they’re going to be, how damaging they might be and so on. To provide warning of any future seismic activity so that appropriate steps can be taken to reduce the risk to lives and property. ... earthquakes. In a word: very. Yet only two people were killed in the more recent quake purely because Kaikoura has so few people compared to Christchurch, which is the biggest city in the South Island. 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. This therefore provides essential opportunities for learning from practice and preparing for the future. It is fighting the challenges like climate change by making the city a test bed for technological innovation. As stated above, New Zealand is situated on one of the edges of the Pacific Ring of Fire. And, the February 2011 quake brought down many structures that had been damaged the preceding September. The fact that New Zealand is sparsely populated is an obvious factor. For one, the proximity of the epicenter to the downtown area limited the amount of energy the quake dissipated before reaching Christchurch. Preparations increased after the earthquakes, particularly in Christchurch. This has been done by the NZ government, and is obviously a pragmatic step. As terrible as that is, it pales when set against the 230,000 lives that were lost in the Indonesian Boxing Day tsunami. There are only 4.6 million people in total, and just over one million of them are in Auckland – an area that isn’t too badly affected by earthquakes in general. When you compare the two quakes, however, whereas 1 in 100 people died in Napier only 1 in 2000 died in Christchurch, and this is thanks solely to the advancements in earthquake-proof architecture. Afternoons were the worst. The cost of the Christchurch earthquake – as well as the more recent one in Kaikoura – will cost the New Zealand government about $20 billion NZD. Stocked with first aid equipment, bottled water, food rations, gloves, face masks, insulation sheets, survival tools like torches, and even radios that broadcast regular updates. We encourage the reuse and dissemination of the material on this site Outside of New Zealand, the earthquake became known as the "Christchurch Earthquake", and it resulted in the deaths of 185 people and injuries of several thousand. In Christchurch today, a white powdery compound, a cathedral made of cardboard and a hangar-like laboratory where earthquakes are created are all part of … All in all, lessons have certainly be learned. There’s another price that is paid, too, of course, and that’s a financial one. Additional factors exacerbated the damage of the February 2011 earthquake. A lot of it. It is obviously important to consider what this recent earthquake means for Christchurch's seismic future. It’s called ENGAGE and I think it is an essential tool which those who are leading the Greater Christchurch 2050 should adopt as a process. The deadliest earthquake in New Zealand’s history was in 1931 in Napier and resulted in the deaths of 256 people. Finally, the timing of the earthquake contributed to the damage and the number of casualties: the February 2011 quake happened at 12:51pm, in the middle of a busy weekday, with correspondingly more lethal consequences. This shaking was significantly greater than the levels Christchurch's structures had been designed to withstand. In fact, scientists did not even know there was a geologic fault there until the September 2010 earthquake. Earthquakes of this size typically result from fault ruptures about five to seven kilometres long, with up to about a meter of seismic slip. This is because it sits plum on the Pacific Ring of Fire – unsurprisingly a volatile area. 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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