HAZM HB09

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College of Science

09

Hazard and Disaster Management

Postgraduate

Programmes

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Welcome

Welcome to Hazard and DisasterManagement Programmes at UCThe world in the 21st century is becoming an increasingly

dangerous place, in spite of mind-boggling developments

in science and technology. Destruction due to

natural hazards appears to be continuing to increase

exponentially, threatening developments and lives inmany countries.

New Zealand is intrinsically one of the most dynamic and

dangerous countries on Earth, with floods, earthquakes,

volcanoes, landslides and tsunami all threatening a

rapidly growing first-world economy. This is an ideal

location to develop ways of managing the risks from

natural hazards, and the postgraduate programmes in

Hazard and Disaster Management are designed to lead in

exactly this direction.Starting with the premise that real advances are best

made by improving the way in which science is used in

community and institutional decision-making, these

programmes give students with science and engineering

backgrounds the opportunity to develop and practise

skills in interdisciplinary use of science for managing

hazards and disasters. Graduates will be equipped to

start contributing immediately to hazard management

policy, practice and preparation in a wide variety ofenvironments and organisations.

We hope this outline will be of interest to you and your

organisation.

Assoc Prof Tim Davies

Programme Director, Hazard and Disaster Management

Department of Geological Sciences

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Contents

4 Aim of the Programmes

5 Disasters a Rapidly Increasing Threat to SustainableDevelopment

6 Education for a Developing Industry

7 Sustainable Hazard Management Planning

8 Programmes in Hazard and Disaster Management10 Programmes

12 Potential Optional Courses

17 Case Study

18 Graduate Profile

21 Research Projects

22 Staff

23 Current Research Programs

24 Current Research Students and Thesis Topics

26 Research Facilities and Equipment

27 Library Facilities

28 Field Stations

30 Information for Students

30 Information for Students From Outside the UC

31 Tuition Fees

32 Scholarships

32 Other Sources of Funding

33 Further Enquiries

34 University of Canterbury and Christchurch

36 Campus Map

Disclaimer

While every effort has been taken to ensure the information contained in this Hazard and Disaster ManagementHandbook is accurate and up-to-date, the contents are periodically subject to change and review. The University ofCanterbury make no guarantees as to the accuracy of the information contained in this publication.

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RelevanceAs human society increasingly develops into areas vulnerable to the natural processes ofthe Earth, disasters are becoming more common and severe. Understanding of the socialdrivers of disasters is increasing, as are opportunities to develop community resilience by risk

management. These programmes aim to develop skills in hazard and disaster managementthrough application of science to the interface between natural and human systems.

Methods Providing future professionals with opportunities to develop attitudes, skills and knowledge

useful in hazard and disaster management (Education)

Improving understanding of hazards and disasters (Research) Improving the usefulness of science in hazard and disaster management planning and

decision-making (Communication)

To contribute significantly to reducing death and destruction from disasters .

Aim of the Programmes

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Disasters a Rapidly Increasing Threat toSustainable Development

People and governments worldwide are

increasingly aware that the built environment

and economic activity are vulnerable to disasters

associated with the behaviour of nature (natural

hazards) and of society (societal hazards). The

Indian Ocean tsunami has starkly driven this point

home. Vulnerability to disasters is associated with

rapid expansion of economic activity and builtenvironments, and with socio-political change;

it is clear that disasters are increasing rapidly in

frequency and socio-economic cost, threatening

the sustainability of many societies. There is a

corresponding increase in global awareness of

the need for better management of hazards and

disasters. The recent Indian Ocean earthquake and

tsunami, and the semi-destruction of Niue by a

cyclone in 2003 exemplify the vulnerability of bothdeveloping and developed nations. In the USA

and Europe an increasing number of hazard- and

disaster-related educational programmes have

been initiated recently, and this is seen as a

necessary response to an increasing number

of disasters and economic losses. Many more

qualified professionals are needed to address

the growing issues of hazard and disaster

management.

In New Zealand, floods in the lower North Island

in February 2004 and 2006 and in the Bay of

Plenty in 2005 are striking local examples of

natural events that drastically impacted the

regional economy, infrastructure and lives.

Recent New Zealand legislation (the Civil Defence

and Emergency Management Act 2002) puts in

place comprehensive procedures for reducing

vulnerability to disasters; however to effectively

implement its terms requires a substantialincrease in professional hazard and disaster

management competence in councils, consultants

and industry. The same is true in many other parts

of the world.

Understanding of hazard and disaster

management has advanced considerably in recent

years, in particular with respect to acknowledging

the fundamental social causes of disasters and the

consequent opportunities for developing resilience

to disasters, and disaster avoidance, through

understanding and influencing changes in societal

behaviour. This concept promises to break the

long-standing deadlock in the traditional strategy

of preventing natural disaster by modifying the

behaviour of natural processes, which has been

demonstrated to be ineffective in all but the short-

term. There is a rapidly growing body of literature

and a number of international journals in this

area. The University of Canterbury programmesin Hazard and Disaster Management are intended

to prepare students for careers in this rapidly-

developing area.

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Education for a Developing Industry

The hazard and disaster management industry

worldwide is presently at a formative stage. It is

possibly more developed in New Zealand than

many other places, because New Zealand is

unusually active in a geohydrological sense. Here

the need for the skills that the new University of

Canterbury programmes in Hazard and Disaster

Management will provide has been recognisedby those charged with implementing the Civil

Defence and Emergency Management Act (2002).

This industry is community-based, centred on

Regional Councils by the Resource Management

Act (1991).

The professional communities addressed by the

new programmes include risk management,

science (both physical and social), engineering

and planning. Effective hazard management

requires genuinely interdisciplinary investigation

and synthesis, and the skills needed to meet this

requirement are specifically targeted by these

programmes.There is widespread agreement among

professional communities that the suite of

postgraduate programmes needs to cover the

whole field of hazard and disaster management,

from Reduction through Readiness and Response

to Recovery; and to deal with both natural hazards

and technological hazards. The new programmes

have been initiated with this in mind, but will

focus mainly on the application of science to

hazard reduction, readiness and recovery, because

of the existence of programmes in EmergencyManagement at Massey University and the

desirability of being complementary rather than

competitive. Similarly, the initial focus will be on

natural hazards because that is where the existing

University of Canterbury expertise lies. However,

we shall utilise external expertise

to complement in-house research

project supervision in the areas

of disaster management and

technological hazards, in order to

build up staff expertise.

At postgraduate level students

expect to be provided with

opportunities to acquire a solid

grounding in the specific subject

area, together with a choice of

courses which allows them to

pursue personal interests in the

subject context. They also expect asubstantial part of the programme

to relate closely to the profession they will follow

on completion, and the skills that profession

requires, as well as opportunity to pursue an

individual research project to completion. The new

programmes have been specifically designed on

this basis.

Effective disaster management requiresa long-term, non-competitive, triple-

bottom-line planning framework.

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Sustainable Hazard Management Planning

Design possible

actions

Recommended action

Consult ALL involved parties:community, council, scientists

Past and present context of site: socio-economic,geomorphic, hydrological, cultural, ...

Future context of site:

Risk assessment

Development

scenarios

Long-term geomorphic,

economic, social,

environmental impacts

of all actions

Development proposal Existing development

perceived at risk

Future context of site:

Risk assessment

Modify developmentscenarios

Monitor

effects

Implement action

No NoYes

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Programmes in Hazard and DisasterManagement

The new programmes deal with the whole spectrum of hazard and disaster management reduction,

readiness, response and recovery. The science and engineering basis of the core courses means that the

emphasis on pre-disaster analysis of hazard risks, vulnerability and mitigation, and recovery/redevelop-

ment procedures, will be stronger than that on the emergency management procedures of the disaster

itself. Similarly, while the programme ensures that graduates are familiar with the role of socio-culturalfactors in causing vulnerability to hazard risks, their main expertise is in application of science and risk

management techniques to hazard risk mitigation. This combination of breadth and depth will enable

the graduates to work very effectively in a team with planners and emergency managers, and will be a

specific target of the problem-based learning parts of the programme. With the help of external experts

in supervision, however, theses in emergency and disaster management can form a part of these pro-

grammes.

Framework of the programmes

1. Graduate professionals who will be capable of contributing to the development and implementation

of effective hazard risk and disaster management practices in a wide range of situations

2. Achieve acceptable academic rigour at postgraduate level, while providing sufficient acquaintance

with practical matters that graduates can work effectively as professionals immediately upon

completing the programme

3. Enable the student to acquire the advanced academic skills necessary for a postgraduate

qualification in the context of the professional environment of hazard and disaster management,

rather than in an isolated academic context. This is approached by utilising the technique ofproblem-based learning, explained in more detail below; and

4. Enable the student to carry out individual original research.

Goals of the programmes

The academic rationale is based on the fundamental concept that hazards and disasters result from

people doing things that make them susceptible to damage from both natural and human-generated

processes. Disasters are thus caused by people, and future management of hazard risks must recognise

this to a much greater extent than in the past.

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Learning outcomes include:

Knowledge of natural and human system processes

Ability to apply principles and techniques of applied science and risk management to solving

problems in hazard and disaster situations

Knowledge of the New Zealand hazard and disaster management framework Acquaintance with a number of hazard and disaster management situations

Understanding of why past situations have been unsatisfactory

Experience of hazard management planning

Knowledge of particular aspects of hazard and disaster management

Experience of planning, executing and reporting an individual, original piece of research

Programme coherence is achieved by the two HAZM courses, one in each semester of the year. The first

(HAZM 401) studies the principles of hazard and disaster management while the second (HAZM 403)

involves students in a series of practical projects to develop and apply those principles. Risk Management

(ENCI 601, semester 2) provides a framework for the analysis and management of hazard risks, and GIS

(ENCI 462, semester 1) provides opportunities to acquire vital analytical and synthesis skills.

The balance of the coursework component allows students to remedy gaps in knowledge or develop

personal interests or specialisations in the context of the programme.

Programme content core and optional courses

Seismic Hazard: Howard, M.E. 2001 (MSc ENGE)

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Semester 1

HAZM 401 Introduction to hazards and disasters (Geol. Sci.) CW = 0.125

Optional papers (see below)

Semester 2HAZM 403 Hazard and disaster investigation (Geol. Sci.) CW = 0.125

ENCI 601 Risk Management (Civil Engineering) CW = 0.100

ENCI 462 Geographical Information Systems CW = 0.100

HAZM 490 Research project CW = 0.350

BSc (Hons) (Hazard & Disaster Management)

PG Dip Sci (Hazard & Disaster Management)Semester 1





Semester 2

HAZM 403 Hazard and disaster investigation (Geol. Sci.) CW = 0.125

ENCI 601 Risk management (Civil Engineering) CW = 0.100

Programmes

MSc (Hazard & Disaster Management)Year 1 Semester 1




Optional paper (see below)

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Year 1 Semester 2

HAZM 403 Hazard and disaster investigation (Geol. Sci.) CW = 0.100

ENCI 601 Risk management (Civil Engineering) CW = 0.100

Year 2

HAZM 690 Thesis an original individual contribution to integrated hazard and disaster

management.

PhD (Hazard & Disaster Management)HAZM 790 Thesis 3 years independent research on a hazard- and disaster-related topic,

presenting a thesis for examination.

Optional Papers will be selected by individual students with the assistance of the Course Director, to form

a coherent programme in the area of Hazard & Disaster Management with a total coursework weight of

1.0.

Note GEOG* papers are being revised for 2007. Please contact the Geography Dept for details.

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Potential Optional CoursesOptional Papers will be selected by individual students with the assistance of the Course Director, to form a coherent programme

in the area of Hazard & Disaster Management with a total course work weight of 1.0. Any suitable 400-level paper offered by the

university may be chosen.

BIOL 479 Global Change Biology0.2500 EFTSThis course will address major issues concerning the impact

of human activities on the Earth system. These will include

the role of terrestrial and marine ecosystems in carbon and

nutrient cycling, the impacts of past climate change on

biota, the significance of biodiversity loss on ecosystem

processes and strategies to mitigate climate change.

P: Subject to the approval of the Head of School.

R: BIOL 403Domestic Fee: $1,270 (2008)

International Fee: $6,875 (2009)

BIOL479-09W (C) Whole Year (S1 and S2)

ENCH 455 Engineering Systems12 points 0.1000 EFTSNot Offered in 2009

A General Systems approach to analysis and modelling of

complex systems and processes in nature, technology and

society. The aim is to enable students to adopt a critical

and creative response to complex system problems ranging

from hard technical systems to softer systems relating

to the interface between technology and its social and

physical environment.

P: Subject to approval of the Head of Department.

ENCI 472 Engineering Geology 212 points 0.1000 EFTSGeological data collection and input for engineering

works. Engineering geology case studies. Elementary rock

mechanics. Engineering and environmental geophysics.

Landscape development processes and active tectonics.

P: ENCI 271Domestic Fee: $579 (2008)


ENCI472-09S1 (C) Semester 1

ENCI 635 Ecological Engineering0.1000 EFTSNot Offered in 2009

Ecological Engineering is the design of sustainable

ecosystems that integrate human society with its natural

environment for the benefit of both. The course considers

environmental issues at global and local levels, ecology,

system principles, environmental assesment techniques,

the RMA, ethics, social impact assesment etc.


CULT 401 Cultural Studies, Globalisationand New Technologies0.2500 EFTSA course which will develop an advanced understanding of

the theoretical and practical implications for the field of

Cultural Studies in the early 21st Century.

P: Subject to approval of the Programme Director.

R: GEOG 411

EQ: GEOG 411

Domestic Fee: $1,109 (2008)International Fee: $5,425 (2009)

CULT401-09S1 (C) Semester 1

CULT401-09S2 (C) Semester 2

DIPL 414 Political Economy of MassCommunication0.2500 EFTSThis paper addresses the nature of the relationship between

media and communications systems on the one hand and

the broader social structure of society on the other. Major

issues in the paper will examine how differential access

to material and cultural resources shape our media and com-

munications choices and with what implications for

social relations locally and globally.

P: Subject to approval of the Head of School.

R: COMS 404

Domestic Fee: $1,109 (2008)


DIPL414-09W (C) Whole Year (S1 and S2)

Lect: Tu 9am-11am

EDED 400 Education for Sustainable

Development4 points 0.0333 EFTSNot Offered in 2009

This course is designed to address the role of education in

communicating the notion of sustainability. The course

integrates the concepts of environmental education, health

education, economics, population, and social and human

development. This will include an examination of equity

issues, human rights, peace education, development,

democracy, social action, and interdependence. The course

will help students merge ethical, social and scientific

concepts together in an interdisciplinary approach to

teaching and learning.

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EDEM 654 Adult Learning and Education0.2500 EFTSNot Offered in 2009

An introduction to the processes and practice of adult

learning and education and the assumptions underlying

diverse approaches to the education and training of adults.

P: Subject to approval of the Head of School

R: EDUC 646

EDHP 705 Matauranga Maori / MaoriKnowledge Systems20 points 0.1667 EFTSThe course will examine the nature, structure and function

of Matauranga Maori. The course is underpinned by the

theory that Maori knowledge and belief systems are

held together by whakapapa and that tribal traditions

and myths act as explanatory theories, while rituals are

physical enactment of myth. Students will be exposed

to Matauranga Maori (Maori forms of knowledge) with

some comparisons and contrasts drawn with knowledge

in a global context. However the emphasis will be on

investigating, understanding and applying Matauranga

Maori in both the traditional and contemporary contexts.

Domestic Fee: $677 (2008)


EDHP705-09X (C) Refer to website for dates

ENGE 476 Earthquake and Volcanic Hazards0.1250 EFTS

The course develops aspects of both seismotectonichazard evaluation and volcanic hazard mitigation, and

examines selected case histories of major disasters caused

by tectonic processes. Slightly greater teaching time isallocated to active faulting, with emphasis on geological

and seismological data input into hazard analysis. For

the volcanic component emphasis is placed on hazard

recognition, evaluation methods, surveillance techniques

and mitigation measures. The course deals with the subject

matter at an advanced level, and students with little or

no geological background should seek advice prior to

enrolment.



ENGE476-09S2 (C) Semester 2

ENGE 486 Engineering Geomorphology0.1250 EFTSThis course covers the principles and processes of landform

evolution - tectonic, fluvial, mass movement, coastal,

volcanic, glacial erosion and deposition: with application to

site selection, field exercises, case studies.




ENGE486-09S2 (C) Semester 2

GEOG 404 Resource and EnvironmentalManagement (REM) in New Zealand0.2500 EFTSThis course provides a deep and yet practical understanding

of the processes involved in resource and environmental

management in New Zealand, including the principles

of kaitiakitanga. It aims to enable students to engage

actively with the realities of the application of the Resource

Management Act, and to be able to apply existing

knowledge of environmental and/or human processes to

the solution of environmental management problems. The

course will be of interest to students with a wide variety of

geographical backgrounds, as well as to engineers, lawyers,

and those considering a career related to resource use.

P: Entry subject to approval of Head of Department.

R: GEOG 444



GEOG404-09S1 (C) Semester 1

Lect: Mon 2pm-5pm

Note: Limited entry. See limitation of entry regulations.

GEOG 406 GeoVisualisation0.2500 EFTSThis course explores the exciting and rapidly developing

area of geovisualization, that is, the visualization of spatial

data and information. It provides training in relevant

techniques, and also considers applications of those

techniques and their value. The techniques covered include

application of GIS to visualization, and the use of other

relevant software.





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GEOG 409 Coastal and Fluvial Earth Systems0.2500 EFTSThis course explores the interlinked themes of coastal

and fluvial geomorphic processes in the context of

an Earth systems approach to understanding earth

surface processes. It also explores the ways in which

understandings of these processes informs effective

management of our environment. Core topics will include

ocean waves, coastal and catchment sediments, integrated

catchment management, river mouths and coastal inlets,theoretical and numerical models of shoreline evolution,

artificial and urban coasts, and tropical reefs. Examples will

be drawn from New Zealand, the Pacific, and worldwide.


R: GEOG 437




GEOG 411 Cultural Studies, Globalization and NewTechnologies0.2500 EFTSThis course will develop an advanced understanding of the

theoretical and practical implications of globalisation and

new technologies for the field of cultural geography and

cultural studies in the early Twenty-first Century.

P: Entry subject to approval of HOD

R: CULT 401

EQ: CULT 401




GEOL 479 Active Tectonics and Geomorphology0.1250 EFTSActive deformation is explored in this course, introducing

the criteria by which active deformation can be identified

and located. The emphasis is on the interaction between

tectonic and other geomorphic processes in shaping

the landscape and the way in which the nature of the

underlying deformation can be identified and quantified

from an analysis of topography.




GEOL479-09S1 (C) Semester 1

GEOL 489 Glacial Geology and Geomorphology0.1250 EFTSField based studies in glacial sedimentology and glacial

geomorphology supported by seminars on geochronology

and glacial geological theory.




GEOL489-09S1 (C) Semester 1

HAPS 401 Philosophy of Science0.2500 EFTSThe methodological and conceptual foundations of

theoretical and experimental science.

P: Subject to approval by a HAPS programme coordinator

and the relevant Head of Department or School.



HAPS401-09W (C) Whole Year (S1 and S2)

Lect: Tu 7pm-9pm (Semester 1), Wed 10am-12pm (Semester

2), Thu 7pm-8pm (Semester 1)

HAPS 413 Social Impact Assessment0.2500 EFTSThis course is designed to provide students with the skills

and knowledge necessary for an understanding of, and

practice in, the field of social assessment, including the

social impact of science and technology.

P: Subject to approval by a HAPS programme coordinator

and the relevant Head of Department or School.

R: SOCI 418

EQ: SOCI 418

Domestic Fee: $1,109 (2008)International Fee: $5,425 (2009)

HAPS413-09S2 (C) Semester 2

HSRV 205 Social Organisation: CommunityDevelopment and Global Change22 points 0.1833 EFTSIn this course, the concept of community in the modern

world is explored, together with theoretical and practical

approaches to understanding community development.

An introduction is provided to community analysis and the

dynamics of change in communities.

P: HSRV 101 and HSRV 102 or SOWK 101 and SOWK 102.

Students without this prerequisite but with at least 72

points in appropriate courses may enter the course with the

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permission of the Head of School.

R: SOCI 268, SOCI 368



HSRV205-09S2 (C) Semester 2

Lect: Mon 1pm-3pm

HSRV 202 Human Behaviour and Human Systems22 points 0.1833 EFTS

This course examines the applications of human servicesof primary knowledge about human functioning and

social behaviours, drawing on contemporary theories

of psychosocial processes. The course explores selected

developmental and external challenges facing children

and families in New Zealand. The focus of the course is on

usual developmental processes and the interface between

individual and societal expectations, and implications for

social service delivery.





R: SOWK 202

EQ: SOWK 202




Lect: Thu 10am-12pm

HSRV 204 Indigenous Issues and the State22 points 0.1833 EFTSThis course is designed to provide students with

opportunities to examine some of the cultural issues thathave made an impact on the social fabric of New Zealand. It

is designed so that students have opportunities to analyse

and explore sociological and philosophical approach to New

Zealands cultural and social history.








Lect: Thu 1pm-3pm

HSRV 422 Development and Postcolonialism0.2500 EFTSContemporary theoretical issues and debates of (post)

modern and (post)colonial discourses in relation to the

question of development are introduced. The aim of the

course is to make the links visible between development

as a discursive cultural configuration and development as

an object category of economic growth.


R: GEND 408, SOCI 408Domestic Fee: $1,109 (2008)



Lect: Fri 1pm-4pm

LAWS 644 Law and the Environment0.3333 EFTSP: Subject to approval of the Head of Department.



LAWS644-09FY (C)

LAWS644-09CY (C) Cross Year

LAWS 636 Indigenous Peoples Rights0.3333 EFTSP: Subject to approval of the Head of Department.



LAWS636-09FY (C)


LAWS 629 Natural Resource Law

0.3333 EFTSP: Subject to approval of the Head of Department.



LAWS629-09FY (C)


MAOR 409 Indigenous People, Human Rights andSelf-determination0.2500 EFTSThe political practice, theory, and development of

indigenous rights in international contexts. Topics include:

the emergence of indigenous movements; the UN Draft

Declaration on the Rights of Indigenous Peoples; American

States Draft Declaration on the Rights of Indigenous

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Peoples; UN Permanent Forum on Indigenous Issues;

International Covenant on Civil and Political Rights;

International Covenant on Economic, Social and Cultural

Rights; the International Convention on the Elimination

of All Forms of Racial Discrimination; the International

Labour Organisation (ILO) Convention 169, the Mataatua

Declaration and other relevant international instruments.




MAOR409-09S2 (C) Semester 2

Lect: Wed 5pm-7pm, Fri 3pm-5pm

No final exam

COMS 404 Political Economy of MassCommunication0.2500 EFTSThis course addresses the nature of the relationship

between media and communication systems on the

one hand and the broader social structure of society on

the other. Major issues in the paper will examine howdifferential access to material and cultural resources shape

our media and communications choices and with what

implications for social relations locally and globally.

P: Subject to approval of the Programme Co-ordinator.

R: DIPL 414



COMS404-09W (C) Whole Year (S1 and S2)

Lect: Tu 9am-11am

No final exam

COMS 407 Marginalized Representations andAlternative Media Revolutions0.2500 EFTSThis course examines how marginalized groups are

represented in mainstream media and how these groups

often utilise alternative media as sources of identity

and social capital. The course will draw upon relevant

media theory to critically explore the social, cultural

and ideological ramifications of marginalized groups

representation in mainstream media. The course will

then examine case studies of alternative media with

an emphasis on visual communication, undergroundprint media, community radio, small-scale independent

documentary, film and video, alternative music and

a variety of uses of the Internet for maintaining and

mobilizing social movements and political change.

P: Subject to approval of the Programme Co-ordinator.



COMS407-09W (C) Whole Year (S1 and S2)

Lect: Tu 2pm-4pm

ENNR 451 Engineering in DevelopingCommunities

12 points 0.1000 EFTSWater supply and sanitation (solid and liquid wastemanagement) issues in developing communities,

agricultural issues and impacts of land-use changes,

sustainable rural and city transportation, shelter and

housing construction in rural communities, engineering

in a cultural and sustainable context using appropriate

technology.

P: ENCI 383 or HOD approval



ENNR451-09S2 (C) Semester 2

SOCI 426 Collective Behaviour0.2500 EFTSNot Offered in 2009

This course will be organised around the interests of the

students and lecturer.


SOCI 430 Science, Technology and the Politics ofKnowledge0.2500 EFTSNot Offered in 2009

This course will look at a number of debates in the broad

area of the Sociology of Science, Technology and the

Politics of Knowledge. Issues to be explored include risk

society, actor network theory, biotechnology, evolutionary

psychology, information society and social constructionist

views of technology. The course will also explore a variety

of critiques of the process of technoscientific knowledge

creation.


R: HAPS 412

EQ: HAPS 412

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Case Study Landslide dambreak flood risk management, Franz Josef Glacier, New Zealand

Accommodation

relocatedWarning signs erected

Risk

managed

Risk assessment carried out:

http://www.civildefence.govt.nz/memwebsite.

nsf/Files/MCDEMWaihoRiverRiskAssessment/$file/

MCDEMWaihoRiverRiskAssessment.pdf

Risk Acceptable?

Actions:

1. Structural protection?

2 .Warning/evacuation?

Risk manageable?

Feasible?

Abandon site

Govt/Community/Councils:

Compensation?

Relocation?

Tourist accommodation perceived to be at risk

from landslide dambreak floods in Callery River

Holiday Park

Franz JosefVillage

Waiho River

Alpine Fault

Main divide of

the Southern Alps

No

No

No

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Graduates will have the following abilities:

Independence of thought and learning, and ability to work well in a group.

Mastery of the concept that the origin of natural hazards and disasters is the vulnerability of

humans and their facilities to the behaviour of natural and human systems, and analysis of the

implications of this concept.

Demonstrated ability to develop advanced knowledge of specic aspects of both natural and

technological hazards and management situations (ability and motivation to learn).

Advanced knowledge and understanding of natural system behaviours, and their responses to

modification, both generally and to mastery in at least one specialised hazard topic.

Ability to access and critically evaluate the current knowledge of hazard and disaster management.

Ability in intellectual analysis, critique and problem-solving in the context of hazard and disaster

management.

Understanding of human, technological and built environment system behaviours.

Understanding of the legal, institutional, social and cultural contexts of hazard and disaster

management opportunities in New Zealand.

Advanced knowledge and skills in hazard and disaster investigation research, analysis and

assessment; risk analysis, assessment and management; and vulnerability analysis and assessment

in New Zealand (core professional competency).

Skills in developing, planning and reporting hazard and disaster management strategies in New

Zealand (core professional competency).

Skills in investigating, solving and reporting a substantive hazard and disaster management

problem in New Zealand (core professional competency). Experience and skills in communicating hazard and disaster matters to a wide range of audiences

(core professional competency).

High-level ability in planning, execution and reporting of original research.

Understanding of some of the difculties of engagement between institutions and communities in

developing hazard and disaster management plans.

Graduate Profile

Learning to be a professional requires the student to develop his

or her own attitudes, skills and knowledge. The fundamental skill isthus the ability to learn.

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These attributes will be developed by:

case studies, to illustrate use of knowledge and skills in a particular real-life situation;

lectures, providing information on specic topics in the context of the programme or to transfer

appropriate information and explain common difficulties; and the opportunity to progress a topic by

discussion;

individual student projects and critique thereof to develop independence of learning, analysis and

synthesis, and reporting;

group projects and critique thereof to develop organisational, discursive and communication

abilities;

tutorials and exercises to develop skills of understanding and use of knowledge in specic

situations;

eld exercises to develop investigation skills and to become acquainted with the experience of past

hazard and disaster situations;

a substantial original individual research project, reported by a thesis.

Practitioner seminars form an important component of HAZM 403 to increase knowledge of specific

situation responses.

The required academic expertise in the core subject areas of hazards and their management is available

via the Programme Director and other staff in Geological Sciences, and by utilisation of the skills and

experience available in other Departments of the University of Canterbury, and external agencies such

as the Institute of Geological and Nuclear Sciences and the National Institute for Water and Atmosphere.

Professional skills in hazard and disaster management are available through the Ministry for Emergency

Management; Ministry for the Environment; Canterbury (and other) Regional Council(s); and a number of

local consultants.

The physical facilities most relevant to a professional programme of this nature are the potential hazard

and disaster situations that exist within reach of Christchurch, and in this respect the programmes are

better-resourced than many other such programmes worldwide.

Programme delivery is in the first instance on-campus, using lectures, tutorials, guided problem-solving,

fieldwork and seminars. Development of web-based materials is, however, a high priority for off-campus

delivery of appropriate components of core courses as soon as possible.

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Problem-based learningA distinctive feature of the learning philosophy of the core courses of this programme is that in an

essentially professional programme, students learn academic skills most usefully in experiential

situations. The technique of problem-based learning has been very successful in medicine and

engineering for many years, and is suitable also for the proposed programmes; it involves setting up

realistic learning contexts in which students are motivated by the context to acquire knowledge andunderstanding, and to apply them to the problem under consideration. Problem-based learning will

therefore form a significant part of the core courses. The technique is well suited to utilisation of e-

learning, in combination with campus- and field-based exercises.

The best motivation and learning happen when students work in areal-life problem-solving and decision-making environment.

AssessmentAssessment in the two HAZM courses will be as follows:

HAZM 401 4 25% assignments; no final examination.

HAZM 403 typically one 30% group assignment report, one 50% group assignment report and one

20% group assignment report; no final examination.

Assessment in the existing courses taken as options will be as for the individual courses.

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Research Projects

Typical examples of thesis topics now able to be supervised within the Geological Sciences Department

include: Develop a GIS-based landslide dambreak aggradation hazard map of Westland

GIS-based assessment of urban earthquake vulnerability

GIS-based assessment of debris ow hazard and vulnerability on the West Coast

Alpine fault earthquake improving disaster management and recovery

All-hazards vulnerability assessment of Arthurs Pass township

Acceptable options for managing seismic hazards in Kaikoura

Guidelines for managing hazards on active alluvial fans

Drought and re in Canterbury vulnerability assessment, disaster management and recovery

Vulnerability assessment and recovery the effect of a major natural event on the wine, dairying,

tourism and other industries.

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Staff

Assoc Prof Tim Davies(Hazard and Disaster Management)

[email protected]

Room 301, Department of Geological Sciences

Phone 364 2987 ext 7502

Programme Director

Prof Jarg Pettinga(Earthquake hazards)

[email protected]


Phone 364 2987 ext 7716

Prof Jim Cole(Volcanology)

[email protected] 409, Department of Geological Sciences

Phone 364 2987 ext 6766

Mr David Bell(Engineering Geology)

[email protected]


Phone 364 2987 ext 6717

Dr Erica Seville (nee Erica Dalziell)(Risk Management)

[email protected]

Room, E413, Department of Civil Engineering

Phone 364 2232

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Current Research Programmes

J. Pettinga Active tectonics and earthquake hazards

J. Cole Volcanic hazards of the Taupo Volcanic Zone

T. Davies Landslide-induced river aggradation, hazards Initiation, processes andconsequences of large rock avalanches, hazard management on alluvial and

debris-flow fans

E. Seville Resilient organisations

D. Bell Geological hazard assessment and mitigation

Part-time studyThe Hazard & Disaster Management programmes may be studied on a part-time basis, according to

regulations corresponding to those for the BSc (Hons), MSc, PG Dip Sci and PhD programmes in other

specialisations.

Extramural studyThis is not yet available for these programmes, but planning for extramural study is a high priority. The

professional nature of the programmes means that periods of residence (block courses) on-campus will

be a feature of extramural study.

The Natural Hazards Research CentreBased in the Dept of Geological Sciences, University of Canterbury, this Centre carries out education,

research and consultancy in the areas of hazard risk assessment and disaster reduction and management.

It involves staff teaching into the Hazard and Disaster Management programmes, as well as specialists in

other disciplines such as social sciences and communication.

The NHRC is associated with the National Natural Hazards Centre formed by two Crown Research

Institutes, the Institute of Geological & Nuclear Sciences (GNS) and the National Institute for Water

& Atmosphere (NIWA). Staff of the CRIs and NHRC cooperate in scientific research, education and

consultancy.The Director of the NHRC is Prof Jim Cole.

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Current Research Students andThesis Topics

PhD

Barnard, Scott

A quantitative analysis of the vulnerability of components of infrastructure to volcanic ash

Bazgard, Ali

Predicting location and volume of coseismic landslidesDufresne, Anja

Influence of runout path material on debris avalanche mobility: analogue modelling and fieldevidence

Dykstra, Jesse

A quantitative analysis of the risk of landslide-generated Tsunami at Milford Sound,southwestern New Zealand

Hanenkamp, Elke

Flow processes of volcanic block-and-ash flowsKaye, GrantVolcanic Hazards Risk Assessment for the Rotorua District, New Zealand: A prototype proximal

hazards module for the RISKSCAPE Project

Podolsky, DeanNatural Hazards Risk Assessment for the New Plymouth District, New Zealand for the GNS

Regional Riskscape Project

Schwartz, Ilan

Development and analysis of a virtual simulation tool for Civil Defence emergencymanagement

Tatard, Lucille (Co-tutelle LUniversit de Grenoble I, France)Coseismic landslide hazards in New Zealand and France

Wilson, Thomas

Vulnerability of pastoral farming systems in New Zealand to volcanic hazards

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MSc

Doherty, Angela

Blue-sky eruptions: Do they exist?

Dundas, Kate

An All-hazards vulnerability assessment of Arthurs Pass townshipKeith, Hamish

Disaster management and response: A lifelines study for the Queenstown Lakes District

Williams, ShaunDelimiting the tsunami hazard potential of the down-faulted benches on the south flank of

Tau, Manua Group, Samoa Islands

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Research Facilities and Equipment

The Department has research laboratories for soil and rock mechanics, geochemistry, paleontology,

sedimentology and microscopy. In addition there are workshops or preparation facilities for petrology,

geophysics, electronics, photography and drafting, and mechanical engineering. Research in the

Department is supported by experienced technical staff. Equipment available for research includes the

following:

Thermo Delta V Plus Continuous Flow Gas Isotope Ratio mass spectrometer with a uid inclusion line.

X-ray uorescence spectrometer (Philips PW 2400) with automatic sample changer and ancillary preparation and

processing equipment.

X-ray diffractometer (Philips PW 1720) with computer search/match software and full diffraction data le.

Scanning electron microscopes: Leica S440 and a JEOL 7000F FE-SEM with Oxford Instruments cold stage, EDS,

and cathodoluminescence detector, plus Robinson backscatter detector.

Zeiss and Leitz research microscopes, Leica DM XRP + Quantimet 500 image analyser. Zeiss Phomic III with DIC.

Zeiss UMSP50 Coal Research microscope with photometry, UV and spectral scanning capabilities.

Logitech thin section equipment and other crushing, cutting, grinding and polishing equipment for geochemical

and petrographic preparation.

Wykeham-Farrance compression tester, direct shearbox apparatus, ring shear apparatus and other engineering

geology testing equipment. A new rock mechanics laboratory opened in 1999 with uniaxial/triaxial compression

tester, point-load tester, shearbox and sample preparation facility.

Forty-eight channel Geometric Stratavisor seismograph with mini-sosie source and CDP cables. Geometrics

G856 total field magnetometer/gradiometer, Geometrics EM31 ground conductivity meter, PROTEM 47D transient

electromagnetic system, pulseEKKO 100 ground penetrating radar system, GeoInstruments GMS-2 magnetic

susceptibility meter, and AVO DET5/4R resistivity meter.

Trimble Pro-XR GPS surveying equipment (3 units) and software; Trimble 5600 direct reex total station, wild

electronic theodolite and distomat.

Four Accusat 406 MHz GPS equipped emergency beacons.

Computer graphics and GIS cartographic laboratory.

Laser Particle sizer for determination of particle size in sedimentary samples.

Cosmogenic sample preparatory laboratory for determining the age of glacial, landslide and other deposits.

A range of personal computers, both IBM-type and Macintosh, on a Departmental network and linked to the

University mainframe machines.

The Department owns two Hiace minivans and one 4WD Hilux vehicle.

Geomorphology modelling includes state-of-the-art software (PFC-3D, FLAC-3D Dynamic) as well as hardware

model facilities (alluvial fan table, debris flow channel, fragmenting rock rheometer, granular flow channel).

Equipment in other Departments at the University of Canterbury may be used by arrangement. Arrangements can

also be made to use an electron probe microanalyser, isotopic and geochronological facilities at other universities

and research institutes, both in New Zealand and overseas.

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Library Facilities

Landslide-induced aggradation in the Poerua Valley, Westland

The University of Canterbury Library is made up of the Central Library and five Branch Libraries

which in total houses over one million books. Holdings in the Geological Sciences are extensive and

are contained in the Central Library, Physical Sciences Library and Engineering Library. The number

of periodical subscriptions in the geosciences is high by international standards and the Library

operates an efficient interloan system. Library online search facilities and electronic journal access is

developing rapidly.

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Field Stations

Field Sciences are a distinctive feature of the subjects offered at the University of Canterbury and

supported through a range of eld facilities.

The Field Station Facilities comprises the eld laboratories at Cass, Hari Hari, Kaikoura and Westport.

They support the true eld studies carried out in the locations and environments around the eld

stations.

The University of Canterbury has the most extensive network of eld stations of any New Zealand

university, ensuring that eld-work opportunities for UC staff and students are maximized. The eldstations are operated by the Field Facilities Centre.

Westport Field Station(West Coast)

The Westport Field Station comprises two units, the Maxwell Gage Field Centre and the Brian Mason

Research Unit. Opened in 1995, the Field Station provides facilities for studies on the West Coast of the

South Island. The Maxwell Gage Field Centre provides accommodation for 36 people. Adjacent to this is

the self-contained Brian Mason Research Facility which houses an additional 6 people.

Cass Field Station (Southern Alps)

The mountain biology Field Station, as the Cass

Field Station is sometimes referred to, is situated

at Cass, 105km west of Christchurch in the

mountains of the Waimakariri Basin. Field trips

are housed in a modern 42-bed building with

associated laboratory facilities. An 8-bed at witha laboratory is available for small parties engaged

in research.

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Kaikoura Field Station (Kaikoura)

The Edward Percival Field Station at Kaikoura

has residential facilities for staff and students

and laboratory facilities for maintaining live

animals for study. The Teaching Laboratory

accommodates up to 32 people in sevenbunkrooms.

The George Knox Research Laboratory provides

accommodation for research students and

visiting scientists. The building includes a large

general research laboratory, library, computer

facilities, a smaller workroom and tank rooms as

well as a large covered general working area.

Hari Hari Field Station (West Coast)

The Hari Hari (Charles Fowler) Field Station was

established to support teaching and research

on sustainable forest management, logging

of indigenous forests and ecology on the

West Coast. Hari Hari is no longer a centre of

the timber industry. The station is mainly an

accommodation building of two oors with

bunkrooms on the upper oor.

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Information for Students

Students wishing to enrol in, or make enquiries

about courses within the BSc Honours,

Postgraduate Diploma and MSc programmes

in Geology, Engineering Geology or Hazard &

Disaster Management should contact the 400

level co-ordinator Jamie Shulmeister, Room 326.

Students Intending to Enrol

in a Postgraduate Degree or Diploma

Students from outside the University ofCanterbury should, in the first instance, contact

the Postgraduate Coordinator. They should

include a copy of their academic record and

indicate the degree in which they would like

to enrol. If known, the particular branch of

geology in which the student is most interested

in undertaking research should be identified at

that time.

Students who have gained a university entrancequalification in another country and wish to enter

a New Zealand university course must apply for

admission ad eundem statum, i.e. admission

with recognition of their overseas qualifications

as being equivalent to the entrance qualification

for the degree sought at the University of

Canterbury.

An application fee of NZ$100 must be paid by

New Zealand and Australian students with

overseas qualifications before the application

will be considered and this fee is retained by

the University whether or not the application is

Additional Information for Students

from Outside the University of Canterbury

successful.Applicants whose first language is not English

must reach a level satisfactory to the Academic

Board in the Test of English as a Foreign Language

(TOEFL) and the Test of Written English (TWE), the

International English Language Testing System

(IELTS) or the Cambridge English Test (CPE) before

they will be admitted.

TOEFL is administered by the Educational Testing

Service, P.O. Box 6155, Princeton, New Jersey08541-6151, U.S.A. to whom enquiries should be

made. Examination centres are established in

many places outside the U.S.A. including South

East Asia. A list of TOEFL testing centres can be

found at http://www.ets.org. When completing

Item 8 (Score Reports) of the registration form,

candidates must enter the following address:

International Office, University of Canterbury,

Private Bag 4800, Christchurch, New Zealand.

(Institution Code 9482). Please check http://

www.canterbury.ac.nz/intstud/admiss/english.

shtml for full regulations.

All enquiries concerning PhD enrolment should

be directed to the Postgraduate Coordinator.

A guide to the department for postgraduate

students is available on the Postgraduate

website at http://www.geol.canterbury.ac.nz/

Handbooks/PG Guide_09.pdf

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Applicants who intend to commence studies at

the start of the next academic year should take

the test no later than September of the year

preceding entry. IELTS is administered through

British Council Offices and British Embassies

world wide. The Cambridge English test (CPE

Certificate of Proficiency in English) is also

acceptable. A B or better must be achieved.

The minimum performance levels for all

postgraduate level is:

Test Overall Section TWE/Essay

IELTS Test

(academic)

7.0 6.5

CPE B

TOEFL +TWE

paper-based

600 5.0

All applications for admission ad eundem statum

at entrance level, with credits or with graduate

status must be accompanied by original or

certified true copies of academic certificates

and, in the case of applications for credit or

graduate status, transcripts of academic records

(translated into English where necessary and

with translations certified). Applications for

admission with credit should also include details

of course content for the courses shown in the

transcript and extracts from the applicants

university calendar describing the structure of

the course so that the appropriate credit may be

calculated. Transcripts will not be returned to

applicants.

International students granted admission to

the University must obtain study permits for

the specific course in which they intend to

enrol. A letter is sent by the university to all

successful students granting them admission to

a specified course. This letter must be shown to

a representative of the New Zealand government

at a diplomatic mission when applying for a

study permit.The University guarantees to provide

accommodation for international students when

they arrive in the country for at least the first

four weeks. Wherever possible, the International

Accommodation Officer will try to provide the

first choice of accommodation but it may not be

possible to suit all individual preferences.

Tuition Fees

Tuition fees for most postgraduate programmes

in Geology and Engineering Geology in 2009 are

predicted to be NZ$5,080 p.a. at the New Zealand

domestic rate, although the fees for BSc Honours

at 400 level may be set at a slightly higher

rate. Tuition fees for postgraduate students of

international origin below PhD level are expected

to be about NZ$27,500 p.a., but international PhD

students, accepted by the University, only have to

pay the domestic rate. All postgraduate students

from Australia, Germany and France also only pay

fees at the domestic rate.

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A number of postgraduate scholarships for PhD

and MSc research are awarded each year by the

University. Currently (2009) these scholarships

stand at NZ$20,000 with a smaller number

of $25,000 scholarships also given out andNZ$12,000 respectively, and the scholarships

include the payment of tuition fees at the

domestic rate. Information on scholarships,

awards and prizes may be obtained from the

Registry, University of Canterbury. International

students may apply for either of these

scholarships, but include tuition fees only at

the New Zealand rate. This means that scholars

from countries other than Australia, Germany

and France will need to meet the differencebetween $27,500 and the domestic New Zealand

fee for MSc degrees. (PhD are now exempt the

International Student fee).

A new international PhD scholarship was

established by the New Zealand Government

in 2005 and administered by Education New

Zealand, which will cover tuition fees, a monthly

living allowance (NZ$1708.33/month), travelallowance (up to NZ$2000), health insurance

(NZ$600) plus a NZ$500 Establishment

Allowance and a book and thesis allowance

(NZ$800). Students will need to have an A

average or equivalent in their studies to date

and meet the requirements for entry to a PhD in

New Zealand. Applications need to be received

no later than 15 July. For further details go to

http://www.newzealandeducated.com/int/en/

institutions_courses/scholarships.

Scholarships

MSc and PhD students, once accepted by

the Department of Geological Sciences, are

encouraged to demonstrate and instruct in

undergraduate laboratory classes for which they

receive payment.

Through the generosity of Dr Brian Mason

(Curator Emeritus, Smithsonian Institution,

Washington D.C.), the Mason Trust Fund of the

Department of Geological Sciences provides

partial support of the research costs for

postgraduate students. Applications are called

for three times a year (31 March, 30 September

and 31 October) for contributions to field work,

analytical costs and thesis preparation expenses.

Numerous research projects are undertaken

with grants, contracts or logistical support from

a range of governmental agencies and private

bodies. Postgraduate students often gain access

to such funds.

Other Sources of Funding

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For more Information

Mail Address

Department of Geological Sciences

University of CanterburyPrivate Bag 4800

Christchurch 8140

New Zealand

Delivery Address

Warehouse, 20 Kirkwood Avenue

Ilam

Christchurch 8140

New Zealand

Street Address

End of Zoology Carpark of Forestry Road

Ilam

Christchurch 8020

Phone: +64 3 364-2700

Fax: +64 3 364-2769

Email: [email protected]

www. geol.canterbury.ac.nz

Administration Team

Mrs. Pat Roberts (room 334)

Mrs. Janet Warburton (room 333)Phone: 364-2700


Head of Department

Professor Jarg Pettinga

(room 332)

Phone: 364-2987 ext. 7716

Programme Director

Assoc Prof Tim Davies

(room 332)

Phone: +64 364-2987 ext. 7502

Please contact us if you have further questions regarding our courses or research. Questions for

individual staff can be sent via email using the format [email protected].

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University of Canterbury and Christchurch

Canterbury University College was founded

in 1873 as part of the University of New

Zealand. It was only the fourth such

institution to be established in Australasia.

Women were admitted from the start and

Helen Connon was the first woman in the

then British Empire to gain an honoursdegree. The Colleges most distinguished

graduate was the nuclear physicist and

Nobel Laureate, Ernest Rutherford.

The College became the University of

Canterbury in 1957 and soon afterwards

moved from the Gothic stone buildings

of the cramped central city to a spacious

campus at Ilam, 5km west of the centre of

Christchurch. The move was completed in

1974; one year after the University celebrated

its centenary.

Today the University hosts over 12,500

students in Colleges of Arts, Commerce,

Engineering and Science and a School of Law,

including more than 1,850 postgraduates.

Academic staff number about 650 with more

than 800 support staff. The campus, set in

park-like surroundings, has modern purpose-

built facilities including a bookshop, several

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banks, eating establishments and sports

and recreation centre. The Students Union

has its own refectory and houses a theatre,

medical and child-care centre and a wide

range of societies and clubs. Regular bus

services link the University to the centre of

Christchurch, and other parts of the city.

The city of Christchurch, with a population

of approximately 325,000, is the largest

centre in New Zealands South Island. It was

founded in 1850 and sits on the Pacific coast

at the edge of the extensive Canterbury

Plains, some 60 kilometres from the foothills

of the Southern Alps. The citys southern

boundary is the Port Hills, part of rugged

Banks Peninsula, the eroded remnant of two

Miocene volcanoes.

The modern city has a wide range of

restaurants and entertainment facilities

including a casino. It is a cultural and

educational centre, well known for its music

and theatre. Christchurch acts as the base

for the Antarctic research activities of New

Zealand and the United States, and the

Antarctic Centre is a mecca for visitors.

Sporting interests are well catered for and

the city hosts many international fixtures.

Facilities for all kinds of water sports are

available nearby and it is possible to be

skiing or tramping in the Southern Alps

within 90 minutes of leaving the city.

Christchurch International Airport is 10

minutes drive from the university and there

are frequent flights to all main centres in

New Zealand as well as direct flights to

Australian cities, Asia, North America and

the Pacific Islands, and good connections to

Europe and the rest of the world.

Christchurch

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Department of Geological SciencesTel: 365 2700, Fax: 364 2769


University of Canterbury

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