Rhewlifeg ~ Llif rhewlifau cyflym, ansefydlogrwydd rhewlifau ac ymchwydd rhewlifau ~ Prosesau gwaelodol rhewlifoedd ~ Cyfraniad rhewlifoedd i gynnydd byd-eang yn lefel y môr heddiw ac i'r dyfodol ~ Synhwyro dynameg a chydbwysedd màs rhewlifoedd o bell ~ Cymhwyso dulliau geoffisegol mewn geomorffoleg ac i broblemau amgylcheddol cymhwysol.
Grŵp Rhewlifeg
Grŵp ymchwil sy'n ymroi i hyrwyddo gwybodaeth wrth feintioli cyfraniad y gorffennol a'r dyfodol o rewlifoedd a llenni iâ i gynnydd yn lefel y môr; y prosesau sy'n gyrru'r newidiadau cyflym a dramatig presennol a welwyd mewn rhewlifoedd, a'r ansefydlogrwydd sy'n gynhenid mewn systemau rhewlifol; a'r cofnod o ansefydlogrwydd màs iâ palaeo a'r prosesau a sbardunodd y newidiadau hyn.
Gwobr Warwick Grŵp Ymchwil Geomorffolegol Prydain
Dyfarnwyd Medal y Pegynnau iddi gan EM Y Frenhines, am 'wasanaeth rhagorol'
Enwebiad ar gyfer "Menyw y Flwyddyn yng Nghymru" (Gwyddoniaeth a Thechnoleg)
This module involves training in fieldwork and GIS skills for both human and physical geographers. In part 1, students can choose from a physical or human geography project option: Part 1: Physical Geography In the physical geography component we 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 use the technique of Stakeholder Analysis to look at the economic and social impacts of sea-level change in different regions. We will then undergo local visits to explore the potential impacts of sea level to our locality and on our coastal university. We¿ll look at both urban and rural environments and different mitigation policies that may be used. 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 dicussion of the links between practice and visual methodologies literature. Part 2: Field data collection and critical analysis skills. During part 2 of this module, students will expand on the knowledge gained previously. This will combine investigations of our world in three dimensions, for which students will use photographs captured themselves to construct a 3D model. Students will learn about and apply other 3D analysis techniques to estimate environmental parameters that they will compare with their field data. They will also contribute to a citizen science initiative using a mobile app for coastal transition zones at risk from sea level change at our University campuses. Using these data collected and analysed during the semester, students will gain insight into sources of uncertainty among datasets, enabling them to critically examine the concept of ground 'truth'.
This module involves training in fieldwork and GIS skills for both human and physical geographers. In part 1, students can choose from a physical or human geography project option: Part 1: Physical Geography In the physical geography component we 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 use the technique of Stakeholder Analysis to look at the economic and social impacts of sea-level change in different regions. We will then undergo local visits to explore the potential impacts of sea level to our locality and on our coastal university. We¿ll look at both urban and rural environments and different mitigation policies that may be used. 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 dicussion of the links between practice and visual methodologies literature. Part 2: Field data collection and critical analysis skills. During part 2 of this module, students will expand on the knowledge gained previously. This will combine investigations of our world in three dimensions, for which students will use photographs captured themselves to construct a 3D model. Students will learn about and apply other 3D analysis techniques to estimate environmental parameters that they will compare with their field data. They will also contribute to a citizen science initiative using a mobile app for coastal transition zones at risk from sea level change at our University campuses. Using these data collected and analysed during the semester, students will gain insight into sources of uncertainty among datasets, enabling them to critically examine the concept of ground 'truth'.
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 - Presennol
2004 - 2005
2002 - 2004
Dadansoddiad Isotopig Cosmogenig NERC, 9123.0412, £8,050
Ysgoloriaeth PhD o Gronfa Ymchwil AXA, £102,072
Dadansoddiad Isotopig Cosmogenig NERC, 9113.1011, £8,560
Cynllun Grantiau Bach NERC, Co-I, NE/I017704/1, £63,795
011 - 2014 NERC NE/I007148/1, £1,1m
EPSRC Cynnig Pontio'r Bylchau, Co-I, EP/I00145X/1, £790,239
NERC AFI NE/G014159/1, cyfanswm o £2.3m - Abertawe, £155,590
Cynllun Arweinyddiaeth Ymchwil Leverhulme, F/00391/J, £846,892
Gyrfa Cymru - Y Gorllewin
Dadansoddiad Isotopig Cosmogenig NERC, 9098.1010, £7,130
IBM, cyfwerth ag £1.5M
National Geographic, 111741, $19,870
Grant Bach NERC, NE/G010366/1, £38,521
Grant Bach NERC, Cyd-I NE/H012869/1, £41,703
Dadansoddiad Isotopig Cosmogenig NERC 9077.1009, £7,130 cyfwerth
Canolfan Adnoddau Menywod y DU yn SET, £4,400
Y Pwyllgor Daearyddol Cenedlaethol ar gyfer Ymchwil ac Archwilio, UDA$18,167
i gefnogi Sefydlogrwydd prosiect Llen Iâ Yr Ynys Las, data
, with ESA IPY AO, gydag A. Luckman [Abertawe], R. de Lange a T. van Dam [Lwcsembwrg], data
, with ESA IPY AO, gydag A. Luckman, D. Vaughan, H. Pritchard a B. Kulessa
, with ESA IPY AO 4107, gydag A. Luckman, D. Vaughan, H. Pritchard a B. Kulessa
, ARCFAC, £5,000 ar gyfer cymorth logistaidd
, Gweithdy ESF, €14,000
Arolwg Antarctig Prydain, Amser Llong, £1500
Prifysgol Waterloo, Canada, Cdn, $50,000
