Time Summary:
0:28 interview starts

0:47 Originally from the Bay Area, has been in the Santa Cruz County area since 1964, starting as a teacher in Aptos

0:59 Describes experiencing the earthquake while working with two fellow teachers and her pet dog at Mar Vista School in Aptos

3:13 Encounters other teachers outside the buildings, one of whom has a radio, and tries to determine what is happening in other areas

4:16 Describes experiencing aftershock out on the playground and teasing colleague about earthquake drills

5:08 Describes seeing smoke while leaving the school, and her concerns about the smokes being fires in the context of the 1906 earthquake

6:22 Describes how her home responded to the earthquake, both the building and her belongings

7:42 Details her decision to gather supplies and stay in her truck with camper shell rather than a building

8:09 Describes receiving a call from her brother and some family dynamics surrounding emergency response

8:50 Talks about meeting up with friends at the house of a friends' aunt, experiencing many aftershocks and the eerie silence of the night

10:46 Describes how the stores and the neighbors, struggling with refrigeration, came together and cooked food for everyone

11:39 Describes turning off water and power in houses and how attitudes around that have changed

12:03 Likens the personal trauma of the earthquake to ptsd

12:46 Describes leaving the area to avoid aftershocks

13:21 Describes going back to school somewhere between five and ten days later, and the classroom response to aftershock-like noises

14:08 Relates parent's feedback on how well prepared their children were in terms of earthquake response

14:48 Describes the school districts emergency training development and process

16:18 Traces her personal emergency response to the flood of 1982, and a fire in the mountains

17:26 Describes the earthquake kits for the students and how that inspired her own process
18:28 Talks about her relationship with Nisene Marks, thinking of it during the earthquake and observing the changes the earthquake caused afterwards

20:29 Describes families of the students moving their mattresses together near their doors in order to sleep through the night afterwards

21:13 Describes her difficulty being in a variety of buildings and structures for a long while after the earthquake

22:07 Talks about the importance of having supplies on hand, and the difficulty of getting into the county after the earthquake

23:8 Describes she and her friends, "Earthquake sisters" having anniversary get togethers

23:31 Describes how having primarily audio news, rather than visual news, affected perceptions of the earthquake for local folks

24:17 Shares perspectives on the changes downtown, including the difficulty of going there and of losing the Cooper House

25:10 Describes visiting downtown to support the businesses in tents during the holidays but having a hard time with it

25:41 Details the iconic and omnipresent blue tarps used to address fallen chimneys

26:58 Describes how she felt comfortable going back to her classroom because she had experienced the earthquake there

28:02 Reflects on the how much she had left to learn prior to the earthquake, as a person in her forties

29:18 Talks about how sharing experiences with the kids at school was probably helpful for her own mental state

29:45 Describes the challenges of moving forward with the outdoor camp that had been scheduled for the kids not long after the earthquake