Dr Jacqueline Rosette

Research Highlights

1. Gorgens, E., Nunes, M., Jackson, T., Coomes, D., Keller, M., Reis, C., Valbuena, R., Rosette, J., Almeida, D., Gimenez, B., Cantinho, R., Motta, A., Assis, M., Pereira, F., Spanner, G., Higuchi, N., & Ometto, J. (2021). Resource availability and disturbance shape maximum tree height across the Amazon. Global Change Biology, 27(1), 177-189.

   https://doi.org/10.1111/gcb.15423, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa57998
2. North, P., Rosette, J., Suárez, J., Los, S., North, P., Los, S., & Rosette, J. (2010). A Monte Carlo radiative transfer model of satellite waveform LiDAR. International Journal of Remote Sensing, 31(5), 1343

   https://doi.org/10.1080/01431160903380664, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa1018
3. Rosette, J., North, P., Suárez, J., Armston, J., North, P., & Rosette, J. (2009). A comparison of biophysical parameter retrieval for forestry using airborne and satellite LiDAR. International Journal of Remote Sensing, 30(19), 5229

   https://doi.org/10.1080/01431160903022944, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa7455
4. Rosette, J., North, P., & Suárez, J. (2008). Vegetation height estimates for a mixed temperate forest using satellite laser altimetry. International Journal of Remote Sensing, 29(5), 1475

   https://doi.org/10.1080/01431160701736380, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa7458
5. Rosette, J., North, P., Suárez, J., & Los, S. (2010). Uncertainty within satellite LiDAR estimations of vegetation and topography. International Journal of Remote Sensing, 31(5), 1325

   https://doi.org/10.1080/01431160903380631, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa7461
6. Rosette, J., North, P., & J.C., S. (2008). Satellite lidar estimation of stemwood volume: a method using waveform decomposition. Photogrammetric Journal of Finland, 21(1), 76-85.

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa8034
7. Los, S., Rosette, J., Kljun, N., North, P., Chasmer, L., Suárez, J., Hopkinson, C., Hill, R., Gorsel, E., Mahoney, C., Berni, J., North, P., Los, S., Rosette, J., & Kljun, N. (2012). Vegetation height and cover fraction between 60° S and 60° N from ICESat GLAS data. Geoscientific Model Development, 5, 413-432.

   https://doi.org/10.5194/gmd-5-413-2012, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13916
8. Rosette, J., Suárez, J., North, P., & Los, S. (2011). Forestry Applications for Satellite Lidar Remote Sensing. Photogrammetric Engineering & Remote Sensing, 77(3), 271-279.

   https://doi.org/10.14358/PERS.77.3.271, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa14116
9. Morton, D., Nagol, J., Carabajal, C., Rosette, J., Palace, M., Cook, B., Vermote, E., Harding, D., & North, P. (2014). Amazon forests maintain consistent canopy structure and greenness during the dry season. Nature, 506(7487), 221-224.

   https://doi.org/10.1038/nature13006, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17297
10. Mahoney, C., Kljun, N., Los, S., Chasmer, L., Hacker, J., Hopkinson, C., North, P., Rosette, J., & van Gorsel, E. (2014). Slope Estimation from ICESat/GLAS. Remote Sensing, 6(10), 10051-10069.

    https://doi.org/10.3390/rs61010051, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa18770

    http://www.mdpi.com/2072-4292/6/10/10051

All Research

• Climate-related tree health and their role in the carbon balance (current)

  PhD

  Other supervisor: Dr Sietse Los

• Investigating the potential for detecting Oak Decline using Unmanned Aerial Vehicle (UAV) Remote Sensing (current)

  PhD

  Other supervisor: Prof Peter North

• GEG140 Project and Methods

  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'.

• GEG140H Project and Methods (Human Geography)

  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: GIS Project. This element of the module will introduce students to key skills in Mapping, Spatial Data and GIS. They will explore how maps and spatial analysis can help us to understand and monitor our world. Students will consider the use of maps to analyse the environment and share the results in the media. They will Explore GIS software (arc Map, QGIS) and take their ffirst steps in displaying spatial data. Students will also learn how to refer to the spatial location of environmental features on the earth¿s surface, understand how references systems translate geographical locations on a flat map and learn how to work with data from a range of spatial reference systems.

• GEG140P Project and Methods (Physical Geography)

  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: GIS Project. This element of the module will introduce students to key skills in Mapping, Spatial Data and GIS. They will explore how maps and spatial analysis can help us to understand and monitor our world. Students will consider the use of maps to analyse the environment and share the results in the media. They will Explore GIS software (arc Map, QGIS) and take their ffirst steps in displaying spatial data. Students will also learn how to refer to the spatial location of environmental features on the earth¿s surface, understand how references systems translate geographical locations on a flat map and learn how to work with data from a range of spatial reference systems.

• GEGM06C Environmental Drone Remote Sensing Dissertation

  This module offers the opportunity to undertake a major individual research project in the field of Environmental Drone Remote Sensing. Support is provided by a staff supervisor and through student-led discussions. There will also be an opportunity to give constructive feedback to other students undertaking related research projects, learning from their research problems and their subsequent solutions. Provisional research results will be communicated verbally (in July and August). The final results of the thesis will be presented as the scientific paper of a leading international journal in the same field of research.

• GEGM10 Satellite Remote Sensing

  This module explains the use of remote sensing as a tool for gathering and analyzing information about human resources and the natural environment. It is appropriate for students who would find it valuable to understand how information about human activity and environmental change is retrieved from images of the Earth acquired by satelite or aircraft instruments. Emphasis is placed on the role of ongoing missions in providing operational information for science and society. Lecture material is supported by hands-on experience exploring satellite images in a computer environment.