At 12.51 pm (NZST) on 22 February 2011 a shallow, magnitude MW 6.2 earthquake with an epicentre located just south of Christchurch, New Zealand, caused widespread devastation including building collapse, liquefaction and landslides. Throughout the Port Hills of Banks Peninsula on the southern fringes of Christchurch landslide and ground damage caused by the earthquake included rock-fall (both cliff collapse and boulder roll), incipient loess landslides, and retaining wall and fill failures. Four deaths from rock-fall occurred during the mainshock and one during an aftershock later in the afternoon of the 22nd. Hundreds of houses were damaged by rock-falls and landslide-induced ground cracking. Four distinct landslide or ground failure types have been recognised. Firstly, rocks fell from lava outcrops on the Port Hills and rolled and bounced over hundreds of metres damaging houses located on lower slopes and on valley floors. Secondly, over-steepened present-day and former sea-cliffs collapsed catastrophically. Houses were damaged by tension cracks on the slopes above the cliff faces and by debris inundation at the toe of the slopes. Thirdly, incipient movement of landslides in loess, ranging from a few millimetres up to 0.35 metres, occurred at several locations. Again houses were damaged by extension fissuring at the head of these features and compressional movement at the toe. The fourth mode of failure observed was retaining wall and fill failures, including shaking-induced settlement and fill displacement. These failures commonly affected both houses and roads. In the days and weeks immediately following the earthquake a major concern was how to manage the risks from another large aftershock or a long return period rainstorm, in the areas worst affected by landslides, should one occur. Each of the four identified landslide types required a different risk management strategy. The rock-fall and boulder roll hazard was managed by identifying buildings at risk and enforcing mandatory evacuation. In the days immediately following the earthquake this process was based on expert opinion. In the weeks after the earthquake this process was rapidly enhanced with empirical data to confirm the risk. The rock-falls associated with cliff collapse were managed by evacuating properties damaged by extensional ground cracking at the top of the cliffs, adjacent properties, and properties damaged by debris inundation at the toe of the cliffs. The incipient landslide hazard was managed by rapidly deploying movement monitoring technologies to determine if these features were still moving and to monitor their response to on-going aftershock activity. The fill and retaining wall failures were managed by encouraging public reporting of areas of concern for rapid assessment by a geotechnical professional. The success of the landslide risk management strategy was demonstrated by the magnitude MW 6.0 earthquake of 13 June when rock-falls and boulder roll damaged evacuated buildings and ground cracking and debris inundation further damaged evacuated areas. Some incipient landslides reactivated, producing similar movement patterns to the 22 February 2011 earthquake. Several retaining walls identified as dangerous and cordoned off also collapsed. No lives were lost and no serious injuries were reported from landslides in the 13 June 2011 earthquake.
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With the aim of informing specialized graduate curriculum development, this two-phase study seeks to identify and bridge gaps in expectation and preparation between and among employers of health information professionals (HIPs), aspiring HIPs, and library and information science (LIS) graduate curricula. Building upon a scoping review of emerging HIP professional roles, an online survey further explored what professional competencies and qualifications employers in various health information organizations expected or desired of entry-level HIPs. The integrated findings of these two phases revealed that the training that HIPs receive in LIS graduate programs may not accurately reflect employers’ priorities and expectations: While research and professional associations identified the same general skill sets as important, employers also valued competencies such as instructional experience, web skills, “soft” and interpersonal skills, and particular subsets of discipline-specific knowledge as well as a foundation in the complex professional contexts that characterize health-sciences workplaces. These results indicate ways in which LIS programs might develop, adapt, and expand specialized graduate curricula and dynamic professionalization opportunities for students in order to better align learning outcomes with professional core competencies and employer expectations, and to better prepare students for both the technical and interpersonal demands of the job field.
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