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.
Mae¿r modiwl hwn yn cynnwys hyfforddiant gwaith maes a sgiliau GIS i ddaearyddwyr dynol a ffisegol. Rhan 1: Mae¿r rhan yma yn cyflwyno egwyddorion a thechnegau allweddol a ddefnyddir mewn gwaith maes yn nisgyblaethau Daearyddiaeth, astudiaethau amgylcheddol ac astudiaethau defnyddio tir. Mae¿n cynnig profiad o ddefnyddio amryw o ddulliau a thechnegau gwaith maes er mwyn casglu a dadansoddi gwybodaeth mewn perthynas â Daearyddiaeth, yr amgylchedd a defnyddio tir. Dysgir y modiwl ar y cyd â staff o Brifysgol Bangor a Phrifysgol Aberystwyth a dysgir y myfyrwyr o¿r sefydliadau yma hefyd ar y modiwl. Dysgir rhan yma'r modiwl yn ystod penwythnos preswyl. Rhan 2: Sgiliau casglu data o¿r maes a dadansoddi critigol. Yn ystod rhan 2 o¿r modiwl yma, bydd myfyrwyr yn ehangu ar y wybodaeth a gasglwyd yn flaenorol. Bydd hyn yn cyfuno ymchwiliadau o'n byd mewn tri dimensiwn, a bydd myfyrwyr yn defnyddio ffotograffau a dynnwyd eu hunain i adeiladu model 3D. Bydd myfyrwyr yn dysgu am dechnegau dadansoddi 3D eraill ac yn eu cymhwyso i amcangyfrif paramedrau amgylcheddol y byddant yn eu cymharu â'u data o¿r maes. Byddant hefyd yn cyfrannu at fenter gwyddoniaeth dinasyddion (citizen science) gan ddefnyddio ap symudol ar gyfer parthau trawsnewid arfordirol sydd mewn perygl o newid yn lefel y môr ar gampysau ein Prifysgolion. Gan ddefnyddio'r data hyn a gasglwyd ac a ddadansoddwyd yn ystod y semester, bydd myfyrwyr yn cael cipolwg ar ffynonellau ansicrwydd ymhlith setiau data, gan eu galluogi i archwilio'n feirniadol y cysyniad o 'wirionedd' daear (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 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 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.