Specialist subjects
Glaciology ~ Fast glacier flow, glacier instability and glacier surging ~ Glacier basal processes ~ Present and future contribution from glaciers to global sea level rise ~ Remote sensing of glacier dynamics and mass balance ~ Application of geophysical methods in geomorphology and to applied environmental problems.
A research group dedicated to furthering knowledge in the quantification of the past and future contribution from glaciers and ice sheets to sea-level rise; the processes driving the present rapid and dramatic changes observed in glaciers, and the instabilities inherent in glacial systems; and the record of palaeo-ice mass instabilities and the processes that drove these changes.
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 will provide you with the scientific basis to understand the physical behaviour of glacier ice in our changing climate. We will look at spatial scales ranging from individual ice crystals to continental-scale glaciation. The module core topics will include glacier mass balance, transformation of snow to ice, glacier hydrology, glacier dynamics, ice crystal structure and deformation, glacier sliding, deformation of glacial sediments, glacier flow instabilities and glacier surging. We will introduce example topics of current research interest. The module is assessed through examination, as well as group presentation on a seminar and a short individual report.
This module will develop critical thinking about the role of science, especially climate science, in society. This role will be discussed in terms of what is desirable, what is practical and what is the present reality. We will focus on a few specific areas; what climate science tells us about what we should do as a society; what current policy is and what is needed; how science provides advice to policy-makers (especially through the activities of bodies such as the Intergovernmental Panel on Climate Change); and the symbotic/antagonistic relationship between science and the media. During the module you will be challenged to think about familiar topics in new ways - from the ownership of the information you consume to the role of housing, agriculture and business in a post-carbon society. We will also consider the communication of climate science topics to scientists, the general public and to policy makers. Assuming there are no restrictions this module will be taught in a mixed format - there will be one or two face-to-face field trips, meetings and role playing sessions - but in order to allow visiting speakers from the widest range of sources - most sessions will be delivered online.
2005 - Present
2004 - 2005
2002 - 2004
NERC Cosmogenic Isotopic Analysis 9123.0412, £8,050
PhD studentship from AXA Research Fund, £102,072
NERC Cosmogenic Isotopic Analysis 9113.1011, £8,560
NERC Small Grants Scheme, Co-I, NE/I017704/1, £63,795
011 - 2014 NERC NE/I007148/1, £1,1m
EPSRC Bridging the Gaps proposal, Co-I, EP/I00145X/1, £790,239
NERC AFI NE/G014159/1, £2.3m total - Swansea, £155,590
Leverhulme Research Leadership scheme, F/00391/J, £846,892
Careers Wales West
NERC Cosmogenic Isotopic Analysis, 9098.1010, £7,130
IBM, £1.5M equivalent
National Geographic, 111741, $19,870
National Geographic, 111741, $19,870
NERC Small Grant, NE/G010366/1, £38,521
NERC Small Grant, Co-I NE/H012869/1, £41,703
NERC Cosmogenic Isotopic Analysis 9077.1009, £7,130 equivalent
UK Resource Centre for Women in SET, £4,400
National Geographic Committee for Research and Exploration, US$18,167
to support Stability of the Greenland Ice Sheet project, data
ESA IPY AO, with A. Luckman [Swansea], R. de Lange and T. van Dam [Luxembourg], data
ESA IPY AO, with A. Luckman [Swansea], D. Vaughan [BAS], H. Pritchard [BAS] and B. Kulessa [Swansea], Data
ESA IPY AO 4107, with A. Luckman [Swansea], D. Vaughan [BAS], H. Pritchard [BAS] and B. Kulessa [Swansea], Data
ARCFAC, £5,000 for logistic support
ESF Workshop, €14,000
British Antarctic Survey, Ship time , £1500
University of Waterloo, Canada, Cdn, $50,000
