Flukas online dating
in computer and laboratory practicals) and aids a much deeper level of understanding through experiencing the real world through fieldwork.
Therefore, my teaching interleaves the theoretical aspects through lectures, seminars and tutorials with practical aspects such as computer and laboratory practicals and field-based exercises and projects.
It is therefore crucial to investigate the forcing on, and timescales of, glacier response to rapid climate change, as the latter will have a large impact on human societies worldwide.
I have focused on the Younger Dryas and early Holocene glaciation in mountains across Europe because it is considered the key period for rapid climate change.
I have applied luminescence dating to glacial, glaciofluvial and glaciolacustrine sediments in lowland and mountain areas to provide time constraint on the timing of climatically-important events, e.g. While some of this work has been largely methodological, highlighting the complications in some glacial systems (Lukas et al., 2007a), recent work has shown that modern Alpine ice-marginal and glaciolacustrine sediments are reasonably well-bleached and suitable for OSL-dating (Lukas et al., 2012).
My main aim is to systematically explore the potential of applying luminescence dating to glacial and associated sediments in other mountain locations to provide direct dates for sediments which can usually only be widely bracketed by radiocarbon ages.
This interest has culminated in the build-up of dedicated luminescence laboratory at QMUL.
Note how the emerging material is transferred to the ice margin by flow and slumping, resulting in an uneven terrain underlain by buried ice on the left (bedrock towards the right).
In order to shed light on the timing of events and process rates, I have employed a large number of geochronological techniques over the years, especially optically-stimulated luminescence (OSL) dating.
To me, teaching at university is highly enjoyable and a key component of my daily activities.
This shortcoming can only be overcome if palaeo-data can be provided from glaciated areas for which no such data exist from other archives.
Study sites: Scottish Highlands; European Alps; Jostedalsbreen, Norway.
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In teaching, theory meets practice on the one hand (i.e.