About
Dr Jacqueline Rosette is a member of the Geography Department at Swansea University.
Dr Jacqueline Rosette is a member of the Geography Department at Swansea University.
Welsh Translation to follow This module aims to provide diverse skills in undertaking research. Students will gain experience in methods of data collection in the field for a geographical research question, analysing and interpreting the data obtained, and understanding the limitations of the work. In part 1 of this module, students follow a physical or human geography project option, depending on their geography degree specialism: Part 1: Physical Geography Students following a physical geography-based degree will look at sea-level change and its impacts on communities and ecosystems. During classroom sessions we will consider the causes of sea-level change and how it is measured. We will undertake local visits to explore the potential impacts of sea level on our locality and on our coastal university. We will consider built-up and rural environments and different mitigation policies that may be used. You will apply a technique of Stakeholder Analysis to consider economic and social impacts of sea-level change. Part 1: Human Geography The human geography project focusses on Cities and Photography. Students will investigate the use of photography through three Visual Methodologies: Photo-Documentation, Photo-Elicitation, and Photo-Essays. Students will take part in a photo documentation workshop and group photography fieldwork in Swansea City Centre. They will also complete a photo essay aided by group discussion, to select concept, theme, whether analytical or evocative photographs (or both), and discussion of the links between practice and visual methodologies in literature. Part 2: Field data collection and critical analysis skills. Part 2 of this module is common to all geography degree specialisms. Using data collected by yourselves and other undergraduate students for the field sites, you will learn and apply analysis techniques to interpret the datasets, and become aware of sources of uncertainty and limitations of the data, equipment or field techniques. In doing so, we use the field data and build on skills that students developed earlier in the module, collect new datasets and apply statistical analysis techniques that were learnt in the previous semester to your own data.
This module aims to provide diverse skills in undertaking research. Students will gain experience in methods of data collection in the field for a geographical research question, analysing and interpreting the data obtained, and understanding the limitations of the work. In part 1 of this module, students follow a physical or human geography project option, depending on their geography degree specialism: Part 1: Physical Geography Students following a physical geography-based degree will look at sea-level change and its impacts on communities and ecosystems. During classroom sessions we will consider the causes of sea-level change and how it is measured. We will undertake local visits to explore the potential impacts of sea level on our locality and on our coastal university. We will consider built-up and rural environments and different mitigation policies that may be used. You will apply a technique of Stakeholder Analysis to consider economic and social impacts of sea-level change. Part 1: Human Geography The human geography project focusses on Cities and Photography. Students will investigate the use of photography through three Visual Methodologies: Photo-Documentation, Photo-Elicitation, and Photo-Essays. Students will take part in a photo documentation workshop and group photography fieldwork in Swansea City Centre. They will also complete a photo essay aided by group discussion, to select concept, theme, whether analytical or evocative photographs (or both), and discussion of the links between practice and visual methodologies in literature. Part 2: Field data collection and critical analysis skills. Part 2 of this module is common to all geography degree specialisms. Using data collected by yourselves and other undergraduate students for the field sites, you will learn and apply analysis techniques to interpret the datasets, and become aware of sources of uncertainty and limitations of the data, equipment or field techniques. In doing so, we use the field data and build on skills that students developed earlier in the module, collect new datasets and apply statistical analysis techniques that were learnt in the previous semester to your own data.
This module aims to provide diverse skills in undertaking research. Students will gain experience in methods of data collection in the field for a geographical research question, analysing and interpreting the data obtained, and understanding the limitations of the work. In part 1 of this module, students follow a physical or human geography project option, depending on their geography degree specialism: Part 1: Physical Geography Students following a physical geography-based degree will look at sea-level change and its impacts on communities and ecosystems. During classroom sessions we will consider the causes of sea-level change and how it is measured. We will undertake local visits to explore the potential impacts of sea level on our locality and on our coastal university. We will consider built-up and rural environments and different mitigation policies that may be used. You will apply a technique of Stakeholder Analysis to consider economic and social impacts of sea-level change. Part 1: Human Geography The human geography project focusses on Cities and Photography. Students will investigate the use of photography through three Visual Methodologies: Photo-Documentation, Photo-Elicitation, and Photo-Essays. Students will take part in a photo documentation workshop and group photography fieldwork in Swansea City Centre. They will also complete a photo essay aided by group discussion, to select concept, theme, whether analytical or evocative photographs (or both), and discussion of the links between practice and visual methodologies in literature. Part 2: Field data collection and critical analysis skills. Part 2 of this module is common to all geography degree specialisms. Using data collected by yourselves and other undergraduate students for the field sites, you will learn and apply analysis techniques to interpret the datasets, and become aware of sources of uncertainty and limitations of the data, equipment or field techniques. In doing so, we use the field data and build on skills that students developed earlier in the module, collect new datasets and apply statistical analysis techniques that were learnt in the previous semester to your own data.
The dissertation is an original, substantive and independent research project in an aspect of Geography. The dissertation research project is based on 20 - 25 days of primary research (e.g fieldwork, lab work, archive work) and several months of analysis and write-up. The end result must be less than 10,000 words of text. The dissertation offers you the chance to follow your personal interests and to demonstrate your capabilities as a Geographer. During the course of your dissertation, you will be supported by a peer-led discussion group and a staff supervisor. Lectures and guidance are delivered via this module and peer and staff led Dissertation Support Groups are delivered via GEG332. Participating in Dissertation Support Groups is vital, and is assessed and, in these groups, students will provide constructive criticism to fellow students undertaking related research projects, learning from their research problems and subsequent solutions. This support and supervision is delivered through GEG332, which is a co- requisite.
This module provides structured, student-led peer-group support and academic staff group supervision for students undertaking the 30-credit 'Dissertation Report: Geography' module. This support and supervision is assessed through the submission of the Dissertation Outline and the Dissertation Support Group Reflection and Attendance Log. Working within a supervised Student Peer Group, students have the opportunity to provide constructive criticism to fellow students undertaking related research projects, learning from their research problems and subsequent solutions. Group sessions are the main support provision as student¿s work through their Dissertation. This module complements the 'Dissertation Report: Geography' module, which is a co-requisite.
This Module teaches the flight skills, legislative and regulatory requirements for operating a drone in the UK. Students will gain an overview of the advantages and limitations of different types of drone; opportunities offered by high resolution user-captured remote sensing data; and environmental applications for drones. Much of the teaching is practice-based and students will develop the knowledge, safety awareness and flight experience required to undertake assessment for the Civil Aviation Authority GVC (General Visual Line of Sight Certificate). Students will therefore graduate with the additional CAA GVC remote pilot accreditation, comprising theoretical training and written graded test, and flight training and assessment. This Module will be delivered in partnership with a CAA registered and authorised training provider. The externally-assessed syllabus comprises: Drone Airspace Operating Regulations; Airmanship and Aviation Safety; Air Law and Responsibilities; Meteorology; Navigation and Aviation Charts; Human Factors; Aircraft Knowledge; Operating Procedures. Students will additionally gain knowldege of drone mission planning, data capture and processing for 3D reconstruction or image mosaic creation for remote sensing applications. This Module is a prerequisite of GEGM03C Environmental Drone Remote Sensing Dissertation.
This module offers the opportunity to undertake a major individual research project in the field of Environmental Dynamics and Climate Change/Geographic Information and Climate Change/Environmental Drone Remote Sensing. Support is provided by a staff supervisor and through GEGM06P (Dissertation Preparation Module). The Dissertation will be presented in the form of a scientific paper with supporting data.
This module will teach students to plan, capture and process their own high-resolution datasets using multispectral, thermal and RGB sensors on board drone platforms. Students will learn the principles of photography applied to drone imagery, including multi-spectral analysis, and extended to 3D perception and stereo imagery analysis. Next, this knowledge will be related to image capture from a moving platform, and the effect of flight parameters. This knowledge will then be used to inform flight mission planning for a range of environmental monitoring applications. Students will apply and be tested in the skills learnt for real-world needs through three assessed project assignments, demonstrating application of multi-spectral, thermal and 3D structure data.
This module aims to provide students with knowledge about remote sensing as a tool for capturing important information about our environment, how and where it is changing. The context of learning is for real world, operational data needs and how remote sensing can contribute to these. The principles of key types of sensor are taught, students understand how the data relate to features on the ground during field activities, and put the knowledge gained into practice during computer practicals. With a focus on satellite data, this module also includes national airborne datasets, mobile handheld sensors and field data collection techniques. Learning for this module is cumulative, with a weekly programme through which students progressively build knowledge, experience and analysis techniques which will contribute to the assessed assignment.