Search

found 4792 results

Images for after; more images...

Articles, Lost Christchurch

Wendy Riley A relative newcomer to Christchurch, Wendy has deep-rooted connections to the city. Her ancestors, like many colonial New Zealanders, traced their origins to Scotland and England. After…

Research papers, University of Canterbury Library

Earthquake events can be sudden, stressful, unpredictable, and uncontrollable events in which an individual’s internal and external assumptions of their environment may be disrupted. A number of studies have found depression, and other psychological symptoms may be common after natural disasters. They have also found an association between depression, losses and disruptions for survivors. The present study compared depression symptoms in two demographically matched communities differentially affected by the Canterbury (New Zealand) earthquakes. Hypotheses were informed by the theory of learned helplessness (Abramson, Seligman & Teasdale, 1978). A door-to-door survey was conducted in a more physically affected community sample (N=67) and a relatively unaffected community sample (N=67), 4 months after the February 2011 earthquake. Participants were again assessed approximately 10 months after the quake. Measures of depression, acute stress, anxiety, aftershock anxiety, losses, physical disruptions and psychological disruptions were taken. In addition, prior psychological symptoms, medication, alcohol and cigarette use were assessed. Participants in the more affected community reported higher depression scores than the less affected community. Overall, elevated depressive score at time 2 were predicted by depression at time 1, acute stress and anxiety symptoms at time 2, physical disruptions following the quake and psychosocial functioning disruptions at time 2. These results suggest the influence of acute stress, anxiety and disruptions in predicting depression sometime after an earthquake. Supportive interventions directed towards depression, and other psychological symptoms, may prove helpful in psychological adjustment following ongoing disruptive stressors and uncontrollable seismic activity.

Images, Alexander Turnbull Library

A policeman and his dog stop outside a house wrecked in the Christchurch earthquake and phone for assistance saying 'Have found signs of low-life' because he can see 'Christchurch looting in progress'. Context - on 22 February 2011 a 6.3 magnitude earthquake struck in Christchurch, which has probably killed more than 200 people (at this point the number is still not known) and caused very severe damage. The courage, generosity and 'can do' attitude of the people has been wonderful apart from the antisocial behaviour of a few looters and others taking advantage of the situation. Quantity: 1 digital cartoon(s).

Images, Alexander Turnbull Library

Two men working on the cleanup after the Christchurch earthquake of 22 February 2011 stop for a chat. One says 'Did I tell you my family was on the first ship!' and the other replies 'Blow that! - I got mine out on the first plane!' Context - the 22 February earthquake in Christchurch. The first man is talking about his ancestors coming to New Zealand in the 1940s and the second man is talking about sending his family out of Christchurch after the earthquake. Colour and black and white versions available Quantity: 2 digital cartoon(s).

Research papers, University of Canterbury Library

Climate change and population growth will increase vulnerability to natural and human-made disasters or pandemics. Longitudinal research studies may be adversely impacted by a lack of access to study resources, inability to travel around the urban environment, reluctance of sample members to attend appointments, sample members moving residence and potentially also the destruction of research facilities. One of the key advantages of longitudinal research is the ability to assess associations between exposures and outcomes by limiting the influence of sample selection bias. However, ensuring the validity and reliability of findings in longitudinal research requires the recruitment and retention of respondents who are willing and able to be repeatedly assessed over an extended period of time. This study examined recruitment and retention strategies of 11 longitudinal cohort studies operating during the Christchurch, New Zealand earthquake sequence which began in September 2010, including staff perceptions of the major impediments to study operations during/after the earthquakes and respondents’ barriers to participation. Successful strategies to assist recruitment and retention after a natural disaster are discussed. With the current COVID-19 pandemic, longitudinal studies are potentially encountering some of the issues highlighted in this paper including: closure of facilities, restricted movement of research staff and sample members, and reluctance of sample members to attend appointments. It is possible that suggestions in this paper may be implemented so that longitudinal studies can protect the operation of their research programmes.<br /><br />Key messages<br /><ul><li>Recruitment and retention of longitudinal study participants is challenging following a natural disaster.</li><br /><li>The long-lasting, global effects of the Covid 19 pandemic will increase this problem.</li><br /><li>Longitudinal study researchers should develop protocols to support retention before a disaster occurs.</li><br /><li>Researchers need to be pragmatic and flexible in the design and implementation of their studies.</li></ul>

Research papers, University of Canterbury Library

On 22 February 2011, the second day of the first semester, a devastating magnitude 6.2 earthquake struck the city of Christchurch forcing the campus of the University of Canterbury to close for several weeks. Here, we report on the sudden curriculum and assessment overhaul that needed to be implemented using two large, first-year introductory courses as case studies. We discuss the reasoning and justifications behind these changes, as well as the logistics of this process. We draw conclusions based on student feedback and assessments and formulate lessons learnt.