Explore your options through Clearing

Good luck to everyone getting their A-Level results today!

If it doesn’t go to plan or you’ve had a change of heart about what you want do next, Clearing is a chance to change direction and make new plans.

If you need help navigating your way through the Clearing process, check out our handy online guide and see which courses you can still apply for. You can also call our Clearing hotline on 01273 644000 which is open now, and has extended hours from 7am to 7pm on results day.

If you’ve not yet visited the University of Brighton we have Clearing open days on Saturday 17th and Tuesday 20th August. You’ll be able to take a tour of the campus where you will be studying, get advice about accommodation, take part in a Q&A with academic staff and chat to students. Find out more about visiting us.

If you’re navigating big choices and big changes, we say: stay curious, explore, and trust yourself. The best journeys don’t always follow a map.

 

Geology student rocks the judges

University of Brighton student Mary Harrow has received national recognition for her hard work and commitment to geology studies.

The second-year Geology BSc(Hons) student was one of only ten university students from around the country to receive an Institute of Quarrying (IQ) National Students Award.

The geologists-of-the-future were nominated by their universities for their “continuous hard work and passion towards their course, as well as demonstrating strong potential for a successful career in the mineral extractives industry”.

Winners received certificates acknowledging their achievement plus two years free student membership of IQ.

Mary said: “I am delighted to have received this award and to have had my hard work recognised during my studies. I believe this award will highlight my dedication to the subject and benefit me greatly in my future career as a geologist. I am extremely grateful to my lecturers and the Institute of Quarrying for this recognition.”

 James Thorne, Chief Executive Officer at IQ, said: “Congratulations to each of the award winners. Your commitment to learning has been recognised and we hope free access to IQ membership opportunities will support both your personal and career development.

“The benefits of IQ membership are second to none. As well as many networking events, there are endless continuing professional development opportunities, plus members receive the industry’s monthly magazine Quarry Management, just to name a few.”

From Brighton to Arctic Sweden

The Environmental Sciences BSc(Hons) course at Brighton attracted me because of its modular flexibility and scope. When I applied in 2014, I did not feel a strong pull in the direction of a particular field within the geosciences, but I wanted an overview understanding of the environment and how it is being influenced by humans. BSc Env Sci promised exactly that.

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Looking forward to a summer of research

I’m undertaking a six-week funded internship as part of the Santander Summer Research Scheme as a 2nd year Environmental Sciences undergraduate student at the University of Brighton. I entered university with a clear idea of what I’d like to achieve; which in the long term is to do impactful research especially relating to rivers and water issues. The advertisement for the summer research position immediately caught my attention as a fantastic opportunity to gain experience as a researcher working alongside the skilled and experienced staff from the universities Centre for Aquatic Environments. Not only does the position offer me invaluable experience which will aid in my long-term goal of undertaking a PhD, but it also expands on what I’ve been taught so far in my undergraduate modules. I felt entirely grateful and privileged to be offered the position following the application and interview process. In part I was relieved in receiving the offer as this will undoubtedly be a great step forward to furthering my academic career. Read More

Sun, Sea and Science?

Last weekend saw Brighton host this year’s Soapbox science in glorious sunshine at the Brighton seafront. Soapbox science is a novel public outreach platform where female scientists stand on their soapboxes and preach their science to the passing general public. This year saw Dr Laura Evenstar give a very hands-on demonstration on how the Atacama Desert, the driest desert in the world,  formed the Andean mountain chain in South America.

Members of the public were involved in building a miniature version of the Andes mountains out of sand. Adults and children alike got involved in looking at how plate tectonics work to produce the different theories on how the Andes uplifted. They then got to pretend to be clouds (cotton wool) traveling over the Andes and created their own rainfall events in the mini Atacama Desert to look at what sort of techniques scientists use to understand climate change in the geological record.

“It’s a great opportunity to show what women in STEM subjects are doing and to bring the joy of our science to people by playing in bags of sand at the beach!”

Brighton scientists unlocking the secrets of Stonehenge

University of Brighton academics are helping solve the mystery of where the ancient stones at Stonehenge originate.

Different theories have been debated by archaeologists and geologists for more than 100 years and now English Heritage, which manages the prehistoric site in Wiltshire, is hoping chemical analysis and comparisons by the Brighton scientists will unlock the puzzle.

The origins of the smaller ‘bluestones’ at the centre of the monument have been traced to Pembrokeshire in west Wales. This latest research focusses on the large sarsen stones that make up the main stone circle and inner sarsen horseshoe.

In 2018, the Brighton team analysed the chemistry of the sarsen uprights at the monument. This latest research involved chemical analysis of the sarsen lintel stones that sit across the top of these uprights. The non-invasive procedure used a portable spectrometer that can identify chemical concentrations of a range of elements.

Professor David Nash, the University of Brighton’s Professor of Physical Geography, said: “We have now analysed the chemistry of all the sarsen stones and will be comparing the data against the chemistry of areas of sarsens from across southern England. Read More

RGS-IBG Postgraduate Forum Midterm Conference April 2019

I am a doctoral candidate at the School of Environment and Technology (SET). My doctoral research project is supervised by Dr Paul Gilchrist, Dr Mary Gearey and Professor Andrew Church who are all part of the Centre for Spatial, Environmental and Cultural Politics (SECP) and the Centre for Aquatic Environments research groups, which I am also affiliated with.

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Catching up with Dr Annie Ockelford

In the ‘Catching up with…’ series of podcasts, we sit down with staff from a wide range of roles to find out more about what they do, what their department does, and what interests them.

In the latest episode we catch up with Dr Annie Ockelford, senior lecturer in physical geography, who recently shared her research with MPs and governmental organisations in Westminster.
To find out more about Annie’s research, click here​ to view her University profile page​.

You can also listen to this podcast on Spotify and Apple Podcasts, where you can like and subscribe – or search University of Brighton in your preferred podcast app.

Presenting at the Association of American Geographers annual conference

Dr Mary Gearey, Senior Research Fellow from the School of Environment and Technology reflects on her latest conference presentation and participation at AAG Washington 2019

There seemed to be a problem on the streets of Washington DC when I arrived last week at the beginning of April. Dotted along the streets, scores of lonely, abandoned scooters, harshly left propped against streetlights, blossoming cherry trees, shop doorways.

Who would care for these miscreant mobile technologies? Luckily with 9000 physical and human geographers in town for the annual Association of American Geographers (AAG) meeting help was on hand with both theoretical and applied solutions. Read More

Exploring Morocco with our 2nd year geographers

Every year, 2nd year undergraduates on our BA Geography course spend 8 days exploring Morocco as part of their dedicated field work module. This year they were joined by gender and sexuality specialist Dr Nick McGlynn, sustainable energy expert Dr Kirsten Jenkins, and senior geoarchaeology lecturer Dr Chris Carey.

The field trip was split across two locations. For 6 days the students worked and studied in the tourist hotspot and cultural heartland of Marrakech. Through transect walks across the French-planned New Town and the older Medina (the walled centre), students observed the lingering impacts of colonialism in the built environment and culture of the city.

They also investigated ways in which national and transnational policymaking – particularly the ‘Plan Maroc Vert‘ agenda – influence the very rapid development of Morocco, with consequent tension around use of land and water evident in peri-urban Marrakech.

Water usage in particular was studied further as students traveled into the Atlas Mountains for two days, in the village of Imlil. Here the focus was on changing rural livelihoods, traditional forms of agriculture and immigration, and the impacts brought by the growth in tourism. Despite rainy and stormy weather, students managed to spend a lot of time observing these issues first-hand. Local guides pointed out mechanisms and strategies for managing flooding, soil erosion and landslides, and explained the ‘targa’ irrigation system and the social practices used to manage it.

Help was also at hand (or more accurately at hoof) in the form of local mules, which carried staff and students to the lower slopes near Mount Toubkal. Here we could see the still-existing damage caused by a devastating flood and rockslide in 1995, and the differences between tourist-oriented villages like Imlil and more isolated settlements higher in the mountains.

Returning to Marrakech for the final days of the field trip, our budding geographers concluded by developing their own group projects. Data for these was gathered over two days, and subsequent findings were presented to staff and fellow students. This year our groups’ research topics were:

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The Morocco field trip serves as a critical introduction to fieldwork and the research process for students. But we also find that it really brings our students together as a group, and helps them work together and support one another in their vital final year. We can’t wait to see how they progress as we move into 2020!