Bachelor's degree

This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic concepts and nomenclature used for analyzing 3D protein structures are briefly reviewed (Ramachandran diagram, structural motifs and domains, folding, family, superfamily, etc.). These concepts are supplemented by a study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the four main types of folding. Structure-function relationships are illustrated using examples of proteins. The specific characteristics of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, etc.) and the concepts of recognition specificity are detailed.

This teaching is illustrated in tutorials. These tutorials consist of familiarizing students with the main databases used in structural biology, as well as with the PyMol software for analyzing 3D structures.

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The EU aims to help students understand the threefold relationship between safety, legislation, and detection tools. Human activity meets the needs of population growth, well-being, and health, and requires the monitoring of industrial practices. Rules on pollutant limits and other factors involve acceptable limits that must be quantifiable.

The EU addresses European food safety laws that involve pragmatic approaches to industry compliance: the regulatory system. Biology students who will be working in various sectors, from agronomy to health, must have a basic understanding of quality management.

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This EU is a logical continuation of the S4 EU (Fundamentals of Physiology and Immunology) and aims to deepen knowledge of fundamental, applied, and clinical immunology. We will also address "unconventional" concepts in immunology and develop innovative immunotherapy strategies. This course unit will cover all topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Keywords

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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In this EU, students work in groups to conduct bibliographic research on a selection of medicinal plants during supervised tutorials in order to identify the plant's biomolecules that may have biological or even pharmacological properties. Using documents provided to them, each group identifies, proposes, and implements in practical work an extraction protocol and a simple biological activity test protocol to test the biostatic, antibiotic, or antioxidant activity of the targeted molecules. The literature review process and the results obtained in practical work, along with their analysis and interpretation, will be discussed during a poster presentation session, which will be assessed.

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

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This course introduces the basic concepts of nanobiotechnology dedicated to diagnosis and detection.

1- Introduction to biosensors and embedded systems

The different types of electrochemical sensors (conductivity, potentiometry, and amperometry): - Biosensors ranging from Clark electrodes to amperometric glucometers. - Potentiostats: simple standardized measurement systems

- Transistors: semiconductors

- nanotubes or carbon, silicon, graphene, etc. wires

- Impedance measurement

2- Introduction to biomimicry

- Self-assembly of spherical structures; viruses, ferritin, dendrimers

- Self-assembly of monolayers

3- Functional organic chemistry

            - Review of organic chemistry from L1

            - Biomolecules (functions involved, carbonylated, amines, alcohols, thiols)

            - Structures

            - Basic concept of functionalization

            - Oxidation-reduction reaction

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This teaching unit covers the different categories of biotechnology according to their field of application:

• Plant biotechnology concerns the agri-food industry and encompasses a range of technologies that use plants and plant cells to produce and transform food products, biomaterials, and energy, as well as recombinant proteins for therapeutic purposes.

• Animal biotechnology covers the fields of health, medicine, diagnostics, tissue engineering, and the development of genetic or molecular processes for therapeutic purposes.
• Microbial biotechnology involves the use of microorganisms (viruses or bacteria) and their cultivation in the agri-food/pharmaceutical industry, as well as their role in environmental protection.

The teaching offered to students in the Bachelor's Degree in Life Sciences enables them to discover or deepen their theoretical knowledge of different biotechnologies and to master the associated tools/applications.

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The main goal of this module will be to provide a better understanding of the major concepts of modern biology through the history of their development. In other words, to analyze the intellectual journey and the experimental and theoretical approaches that led to their establishment. For example, we will analyze how the search for a "natural" classification led Jean-Baptiste Monet de Lamarck and Charles Darwin to lay the foundations of evolutionary biology, and how how Etienne Geoffroy Saint Hilaire's concept of "unity of plan of organization" gave rise to evolutionary paleontology, developmental biology, and evolution/development (Evo/Devo).

In the context of bioethical issues, we will address problems such as the distortion of a concept (from craniology to eugenics) and the cases of Georges Cuvier and Trophim Lysenko, where religious or political ideology interfered with science.

Finally, biological philosophy will lead us to discuss the value of models in biology and the "end of genetics" (from Lamarck to epigenetics via epigenesis).

The entire module will consist of lectures, during which several seminal texts in modern biology will also be analyzed and discussed.

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The molecular biology practical aims to enable students to work independently with molecular biology protocols and introduce them to hypothesis-driven research. Students will have six days to respond to a biological problem that will be presented to them. This will allow them to put some of the techniques covered in their theoretical classes into practice in a laboratory setting, thereby gaining a better understanding of them.

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As part of this course, students will learn experimental principles based on the manipulation of nucleic acids. Lectures will focus on two main areas:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (recombinant protein expression, genomic banking, transgenesis, CRISPR/CAS9 system, etc.) and reflection on the concept of ethics in biology.

The tutorials will consist of:

- Analysis of articles presenting issues to be resolved using the knowledge acquired in the course. The topics chosen will, as far as possible, refer to parallel L3 teaching units. These articles will be presented by students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer lab.

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The aim of the course is to review molecular identification techniques, with a focus on biomarkers, advances in the latest generations of biomarkers and selective membranes, and new instrumentation.

Molecular diagnostic techniques / mass approaches.

Biosynthesis of Ag receptors in B lymphocytes and T lymphocytes 

Antigen-antibody reactions 

Immunological techniques 

FACS principle

Proteomics, 2D, LC-MS, MS-MS. Degradome...

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The course provides an in-depth look at biosensor design. It begins by introducing the general concepts of graft chemistry for the functionalization of supports. Finally, an introduction to microfluidics will lead students to design the instrumentation. This course will essentially be a practical application with real bibliographic research that will allow students to work on their own instrument development project.

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The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

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The EU aims to acquire knowledge of fundamental and applied virology, with a focus on an integrative approach to the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence, and associated risks to human and animal health. Finally, the EU will present the research methods used, virological detection and diagnostic tools, and applications of viruses in biotechnology.

The EU will be taught in the form of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic concepts and nomenclature used for analyzing 3D protein structures are briefly reviewed (Ramachandran diagram, structural motifs and domains, folding, family, superfamily, etc.). These concepts are supplemented by a study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the four main types of folding. Structure-function relationships are illustrated using examples of proteins. The specific characteristics of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, etc.) and the concepts of recognition specificity are detailed.

This teaching is illustrated in tutorials. These tutorials consist of familiarizing students with the main databases used in structural biology, as well as with the PyMol software for analyzing 3D structures.

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This course provides fundamental knowledge in formal and structural enzymology.

- The first part of this course deals with formal kinetics (study of reaction rates, determination of the order of a reaction, equilibrium and kinetics, reversible and balanced reactions). The experimental aspects are presented in parallel (determination of kinetic constants by spectrophotometry, fluorescence, radioactivity, immunoassays, etc.).

- The second part of the course focuses on the study of single-substrate enzyme kinetics.

Definition of an enzyme, catalyst. Enzyme nomenclature (EC)

Michaelis kinetics. Michaelis-Menten equation. Definition of enzyme parameters,_KM, maximum velocity, catalytic constant, turnover. Different graphical representations (Lineweaer-Burk, Eadie-Hofstee). 

The different types of inhibition are also studied (competitive, noncompetitive, mixed) as well as their graphical representation.

Determination of inhibition constancy. Irreversible inhibitors.

Reaction rate. Arrhenius law.

- The third section focuses on describing multi-substrate enzyme kinetics from a formal perspective. With ternary complexes. Random or ordered mechanism.

Without ternary complex. Ping-Pong mechanism, Theorell-Chance. Cleland representation.

Graphical determination.

- The fourth part concerns equilibrium bonds and allostery.

Receptor-ligand/enzyme-substrate binding. Determination of the dissociation (or association) constant. Specific and non-specific binding.

Demonstration and graphical representation of Scatchard. Allosteric receptors (or enzymes). Non-Michaelian enzyme. Concept of cooperativity. Positive and negative cooperativity. Hill number, Hill graph.

Allosteric regulation models are presented. Allostery. Cooperative models: concerted (Monod-Wyman-Changeux) and sequential (Koshland-Nemethy-Filmer). Role of effectors, activators, or inhibitors. Example of hemoglobin and oxygen binding.

- The fifth part of the course links enzyme structures and their function using several examples. Description of the 3D structures and catalytic mechanisms of acetylcholinesterase, proteases, and nucleoside diphosphate kinase. Concept of catalytic triad, binding pocket, etc. 

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This course describes the methodology used by life science researchers to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in English.

Written communication is addressed through the study of the (macro) structure of a research article and an examination of the publication process in scientific journals. Several elements of written structure (micro) are examined in order to understand the differences between scientific English and literary English: clarity, cohesion, and coherence.

These studies are supplemented by a supervised project during the semester, in which students are required to analyze a research article recently published in scientific literature and transcribe it in the form of an oral presentation (conference) in English.

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the various aspects of gene and genome function analysis at the whole-genome level using in vivo approaches, as well as transcriptional regulation and regulation of eukaryotic genome expression. The course is illustrated with concrete examples in developmental genetics in physiological and pathological contexts.

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This course unit allows students to deepen their knowledge of metabolism. It provides a comprehensive overview of human metabolism, emphasizing the links between different metabolic pathways. It also shows how different tissues communicate to maintain overall energy homeostasis. Disruptions in this metabolism that cause certain diseases will be presented.

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This course builds on the Structural Biochemistry course in S5. Students will learn the basic concepts of the different approaches used for multi-scale structural characterization and the analysis of macromolecular interactions. The advantages and limitations of all the tools will be highlighted so that students can understand how they complement each other and know how to use them in an integrated way to answer a given biological question. 

The tutorials will be a mix of structural analysis using visualization tools (such as Pymol) and analysis of articles using a combination of the approaches studied in CM. Students will then be required to conceptualize their own experimental project to address a given problem.

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The course provides a comprehensive overview of the concepts required for mathematical modeling in biology. The focus is on linear and nonlinear dynamic systems in one and two dimensions. The course begins with essential concepts in linear algebra: matrices, systems of linear equations, geometric interpretation of the solutions to these systems as vectors and subspaces (line, plane, etc.). The theory of vectors and eigenvalues of matrices is introduced in relation to linear dynamic systems. For nonlinear dynamical systems, we present the qualitative theory of differential equations (attractors, phase portraits, zero-level isoclines) as an alternative to the often complicated calculation of solutions. The tutorial covers a large number of biological models used in ecology, epidemiology, oncology, and systems biology.

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This course unit allows students to consolidate and deepen their practical management of the large amount of experimental data obtained during a week of practical work in a block period (5 consecutive days). This data is obtained following the development of numerous different protocols, with a view to ensuring the best possible reproducibility of the preparations carried out and the fastest possible execution in the preparation, implementation, and analysis of the various experiments. A high degree of autonomy in the implementation of protocols will be encouraged, ultimately leading to experimental mastery and autonomy. These practical sessions also allow for group work (in pairs or threes, depending on capacity and numbers) and the writing of a report detailing the protocols carried out, all the experimental data obtained, and their analysis in order to determine a wide range of biochemical parameters. A significant part of the assessment will be based on the students' ability to generate, manage, exploit, and analyze raw experimental data with the utmost rigor.

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As part of this course, students will learn experimental principles based on the manipulation of nucleic acids. Lectures will focus on two main areas:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (recombinant protein expression, genomic banking, transgenesis, CRISPR/CAS9 system, etc.) and reflection on the concept of ethics in biology.

The tutorials will consist of:

- Analysis of articles presenting issues to be resolved using the knowledge acquired in the course. The topics chosen will, as far as possible, refer to parallel L3 teaching units. These articles will be presented by students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer lab.

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This course unit aims, in both lecture and tutorial formats, to supplement the concepts of cell biology covered in L2 in BCM2 and BCM3 through the study of physiological and pathological conditions such as cancer.

These courses will introduce students to the importance of finding a suitable model system (cell lines or organisms for in vivo studies (Drosophila, C. elegans, zebrafish)) for answering a question and demonstrating a molecular mechanism.

The tutorials will enable students to work with advanced concepts in cell biology in conjunction with knowledge of the most commonly used methodologies in cell biology, such as flow cytometry, advanced fluorescence microscopy and electron microscopy techniques, proteomics, and knowledge of experimental models such as cultured cells, genetically modified and non-genetically modified animal models (C. elegans, zebrafish, transgenic mice, KO, KI, etc.). zebrafish, transgenic mice, KO, KI, etc.).

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Systems biology offers the possibility of understanding how living organisms function at different levels of their organization. This course will focus primarily on the subcellular level. At this level, systems biology models integrate several levels of interaction from the transcriptome, proteome, and metabolome. Predictions from in silico models can be used in biomedical research to understand multifactorial diseases and optimize drug treatments, in bioengineering to synthesize genomes with optimized properties and functions (synthetic biology), and to guide fundamental research on the principles of how living organisms function. The course includes a theoretical component (lectures and tutorials on gene, signaling, and metabolic network modeling) and a practical component (computer labs using Matlab software).

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The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

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Bioinformatics is a discipline at the crossroads of computer science, mathematics, and life sciences. It relies in particular on the use and development of computer tools for analyzing massive amounts of biological data. Ultimately, this big data can be organized into online searchable databases so that users can extract data relevant to a biological problem.

The "Bioinformatics Applied to Plant Biology" teaching unit aims to familiarize students with the use of databases and offer an introduction to data exploration using R software.

Almost all of the teaching will take the form of practical case studies in the computer lab in small groups of students.

In the first part, students will learn the basics of the R programming language, enabling them to organize and clean their raw data so that it can be fully exploited for subsequent analysis. They will then learn how to produce clear graphical representations based on biological data. Particular attention will be paid to writing reusable scripts and choosing the appropriate graphics for the calculations, depending on the biological question.

In the second part, students will use general databases such as NCBI or databases exclusively dedicated to the model plant Arabidopsis (TAIR) to perform data mining.

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In this EU, students work in groups to conduct bibliographic research on a selection of medicinal plants during supervised tutorials in order to identify the plant's biomolecules that may have biological or even pharmacological properties. Using documents provided to them, each group identifies, proposes, and implements in practical work an extraction protocol and a simple biological activity test protocol to test the biostatic, antibiotic, or antioxidant activity of the targeted molecules. The literature review process and the results obtained in practical work, along with their analysis and interpretation, will be discussed during a poster presentation session, which will be assessed.

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This course is a specialization module in Functional Plant Biology that addresses the mechanisms underlying the major stages of plant development.

It draws on knowledge derived mainly from the model plant Arabidopsis thaliana and addresses the following concepts from a molecular, cellular, and physiological perspective:

• Roles and functioning of the main plant hormones.
• Development of male and female gametes, fertilization.
• Development of the embryo, seed, and fruit.
• Functioning of root and shoot meristems (vegetative and floral).
• Flower architecture.
• Adaptive development mechanisms in response to abiotic factors: light, gravity, cold.

Certain aspects of development will also be analyzed from an evolutionary perspective by studying the role of developmental genes in the diversification and evolution of developmental processes in terrestrial plants (evolution of the root system, floral architecture, etc.).

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This course describes the methodology used by life science researchers to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in English.

Written communication is addressed through the study of the (macro) structure of a research article and an examination of the publication process in scientific journals. Several elements of written structure (micro) are examined in order to understand the differences between scientific English and literary English: clarity, cohesion, and coherence.

These studies are supplemented by a supervised project during the semester, in which students are required to analyze a research article recently published in scientific literature and transcribe it in the form of an oral presentation (conference) in English.

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

See the full page

This teaching unit covers the different categories of biotechnology according to their field of application:

• Plant biotechnology concerns the agri-food industry and encompasses a range of technologies that use plants and plant cells to produce and transform food products, biomaterials, and energy, as well as recombinant proteins for therapeutic purposes.

• Animal biotechnology covers the fields of health, medicine, diagnostics, tissue engineering, and the development of genetic or molecular processes for therapeutic purposes.
• Microbial biotechnology involves the use of microorganisms (viruses or bacteria) and their cultivation in the agri-food/pharmaceutical industry, as well as their role in environmental protection.

The teaching offered to students in the Bachelor's Degree in Life Sciences enables them to discover or deepen their theoretical knowledge of different biotechnologies and to master the associated tools/applications.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the various aspects of gene and genome function analysis at the whole-genome level using in vivo approaches, as well as transcriptional regulation and regulation of eukaryotic genome expression. The course is illustrated with concrete examples in developmental genetics in physiological and pathological contexts.

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After defining intensive agriculture and analyzing its risks and benefits, this module will enable students to reflect on the various possible avenues for developing agriculture using an agroecological approach. Examples such as biopesticides, ecological intensification, and soil management will be explored. A visit to a company working towards sustainable agriculture is also organized. The site visited varies from year to year depending on student preferences and company availability. Examples of visits made as part of this module include Bayer, Vilmorin, Geves, CTIFL, and sudExpé.

Licensed.

Students will be asked to present a project or business plan that develops innovative proposals to change farming practices or any other use of plant products in order to reduce environmental impact.

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This course unit presents the main functions of carbon, mineral, and water nutrition in plants, which ensure their autotrophy (the production of their biomass). It will provide the necessary foundations for understanding the fundamental mechanisms of nutrient absorption, distribution, and assimilation. The course unit will consist of two main parts, one dedicated to mineral nutrition and the other to carbon nutrition.

After reviewing the properties of plant membranes and walls and the concepts of transmembrane transport, the part of the EU dedicated to mineral nutrition will teach the mechanisms of water absorption and circulation, root absorption, subcellular compartmentalization and mineral distribution, as well as nitrogen assimilation metabolism.

The chapter on carbon nutrition will present how chloroplasts function in plant cells, photosynthesis (capturing light energy and synthesizing the first carbon compounds), the production of organic compounds, and their allocation within the plant.

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This EU is a module for discovering scientific research in fundamental or applied plant sciences. Students must complete an internship of 10 weeks or more (which may continue into the summer) in a research laboratory (CNRS, INRAE, IRD, CIRAD), in an applied research organization such as GEVES, CTIFL, SudExpe, Serfel, IFV, or in a private company such as Staphyt, AgroXp, or Vilmorin. CIRAD), an applied research organization such as GEVES, CTIFL, SudExpe, Serfel, IFV, or a private company such as Staphyt, AgroXp, or Vilmorin. There are many internship opportunities in this field in the Montpellier area.

This is a module designed to help students enter the professional world by connecting them with key players in the field of plant agricultural sciences, giving students the opportunity to:

• apply the techniques learned in the various courses of the BiPAgro Bachelor's degree program.
• to face the professional environment
• to develop your own career plan and enhance your resume

Students write a thesis that they defend before a panel composed of faculty members, researchers, and/or field technicians/engineers. 

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 In this course, students deepen their knowledge of the various methods of plant transgenesis using biological, chemical, or physical vectors, their acceptability, and their applications in fields as varied as plant improvement, biomolecule production, and recombinant therapeutic proteins. In tutorials, students are encouraged to research, reflect, argue, and debate transgenesis and its alternatives through a scenario related to plant breeding. In practical work, students are involved in improving a protocol for obtaining root hairs using the knowledge they have acquired in class.

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The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

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Students will be required to conduct a bibliographic analysis on a topic of their choice, approved by the EU officials. Under the supervision of a teacher-researcher, students will have to answer the questions they raise through an analysis of the available bibliography. They will have to review the state of the art in their field of work, identify areas of uncertainty and controversy, and open questions that remain to be resolved. They will be required to carry out a genuine critical scientific analysis of the available bibliography, rather than simply summarizing it. They will be required to follow the conventions for writing a scientific article, which involves citing sources, synthesizing information through illustration, problematization, and summarizing scientific results.

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This course builds on the Evolutionary Foundations course to introduce key concepts in evolutionary ecology in order to understand and formalize, in a simple way, the evolutionary and ecological mechanisms that shape biodiversity at different scales of integration.

This course unit is designed as a coherent whole, with lectures, tutorials, and practicals complementing each other. Concepts are introduced through examples and then formalized using mathematical models, which are tested against experiments and real-world data.

It will cover population dynamics (intra- and interspecific competition) and ecological niche, and will detail the mechanisms of evolution and their genetic consequences at the population level: natural selection (including sexual selection), the influence of reproductive regimes, and genetic drift. The tutorials will enable students to grasp the mathematical formalization of concepts covered in class and their simple computer modeling, as well as data set analysis. The practicals will enable small groups to carry out and analyze two experiments, each lasting one month (with a report and oral presentation), in order to develop scientific methodology and reasoning.

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The EU is organized into five main themes:

Topic 1: Genetic mapping and recombination. Concepts of molecular biology related to gene expression, DNA repair, and epigenetic processes.

Theme 2: Introduction to molecular evolution: Measuring the intensity of selection in genetic divergence. Molecular clock and variation in rates of evolution created by the action of natural selection. Neutral theory of evolution.

Theme 3: Introduction to genomics: composition and size of genomes. Importance of repeated elements. Concept of genetic linkage and local selection effects. Influence of demography.

Theme 4: Molecular tools for biodiversity: Barcoding, eDNA, metabarcoding. Molecular taxonomy. Limitations related to hybridization. Applications in conservation.

Theme 5: Extranuclear heredity . Symbiosis, parasitism, and co-evolution (intracellular: e.g., Wolbachia). Extended concept of phenotype.

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Genesis, nature, and future of deposits in sedimentary basins.

Series of 15 lectures/conferences/debates and practical/tutorial sessions

Course content / Integrated practicals / Tutorials (sedimentary basins, continental weathering,

sediment transport, detrital and carbonate environments, factors affecting sedimentation: Sequential stratigraphy, diagenesis)

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The EU aims to offer students an integrative approach to the morphology, anatomy, and development of the vegetative and reproductive systems of spermatophytes, from an ecological, functional, and evolutionary perspective. This approach is implemented by students through a supervised project focused on the study of a model plant, taking into account interindividual variability, different stages of development, site conditions, and biological type.

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The structure of this course is similar to that developed in S4. The objective is to provide students with knowledge about the biology, ecology, and evolution of three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, and methods of study and identification.

After a general introductory course, two areas of study will be offered in parallel. One will focus on cryptogams (algae, lichens, mosses, and fungi), the other on fauna (chiroptera and arthropods).

Cryptogames

The aim of this section is to familiarize students with the extremely diverse organisms known as bryophytes, phaeophytes, and fungi. The principle is 1) to approach these little-known diversities from a naturalist's perspective, 2) to place these observations in an evolutionary perspective (phylogenetic aspects), and 3) to link the observations to the role of these organisms in terrestrial and marine ecosystems.

Finally, the module will address aspects of daily life, economics, and citizenship related to species (toxicology, food, medicine).

Wildlife

The objective is for students to acquire/deepen their knowledge of the biology of arthropods and bats, which are taxonomic groups that are of great interest from the perspective of fundamental ecology studies (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/teaching. Beyond species identification, this area of study will address the evolution and systematics of these taxa, their physiology, their ecological and behavioral characteristics, and their roles in ecosystems. The course will incorporate innovative teaching approaches, combining the use of traditional tools (visual recognition) and modern tools (acoustic identification using software). Among the arthropods, the groups that will be particularly addressed are Coleoptera, Lepidoptera, Odonata, and Orthoptera, which represent highly diverse orders that will allow us to best address the concept of species, which is central to biology. Species identification will form the basis for studying their biology and ecology and addressing the concepts of evolution and phylogeny.

Each group (Fauna - Cryptogams) will have 12 hours of fieldwork available (half of which will be shared by both groups) to be carried out according to terms to be defined (4 half-day outings, or 2 full-day outings). Practical work may be carried out on university sites (university campus - Labex CEMEB experimental field at CEFE - Botanical Garden) that are suitable for studying the various organisms.

Cross-cutting concept

The EU is organized around a concept common to both TP groups which, through a flipped classroom approach, will enable students to use the species observed to identify key concepts in conservation biology. In S5, the concept of species (and related entities such as subspecies, hybrids, etc.) will be discussed in depth from both a theoretical and practical perspective. This concept will enable students to address 1. the foundations and limitations of different perspectives on species (morphological, genetic, ecological), 2. methodological problems related to the identification of taxa in the field and in the laboratory, and 3. the issues this raises from the point of view of species conservation. To this end, at the end of the sequence, students will present a taxon, from among those proposed in the course unit, whose identification proves to be complex.

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The aim of this teaching unit is to understand animal behavior in an integrative way, in light of Tinbergen's four "whys," from its ontogenesis to its evolution: from its ontogenesis and neurobiological causes to its evolution and biological functions. In addition to historical, conceptual, and methodological contributions, students will be guided in understanding the diversity of traits involved, as well as the diversity of approaches and associated scientific questions.

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Ecotoxicology concerns the study of the effects of pollutants on living species and on the structure and functioning of ecosystems. This course unit aims to provide a better understanding of:

- the main types of organic and mineral pollutants (historical or emerging), as well as their sources and the factors influencing their fate in the natural environment and in organisms,

- the effects of pollutants on micro- and macro-organisms at different levels of biological integration (molecule, individual, communities),

- methods for assessing biological effects, environmental quality, and ecotoxicological risk within the current European regulatory framework,

- bioremediation processes through several case studies.

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The objective of this proposed course in L3S5 is to acquire knowledge about the organization, development, and functioning of different physiological systems in animals. More specifically, the functions of circulation, thermoregulation, hormonal regulation, and nervous integration will be addressed using a comparative approach (examples drawn from different taxonomic groups) and in an evolutionary context. Questions related to the bioethical aspects of animal physiology experimentation will also be addressed.

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The aim of this teaching unit is to understand animal behavior in an integrative way, in light of Tinbergen's four "whys," from its ontogenesis to its evolution: from its ontogenesis and neurobiological causes to its evolution and biological functions. In addition to historical, conceptual, and methodological contributions, students will be guided in understanding the diversity of traits involved, as well as the diversity of approaches and associated scientific questions.

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Ecotoxicology concerns the study of the effects of pollutants on living species and on the structure and functioning of ecosystems. This course unit aims to provide a better understanding of:

- the main types of organic and mineral pollutants (historical or emerging), as well as their sources and the factors influencing their fate in the natural environment and in organisms,

- the effects of pollutants on micro- and macro-organisms at different levels of biological integration (molecule, individual, communities),

- methods for assessing biological effects, environmental quality, and ecotoxicological risk within the current European regulatory framework,

- bioremediation processes through several case studies.

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The structure of this course is similar to that developed in S4. The objective is to provide students with knowledge about the biology, ecology, and evolution of three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, and methods of study and identification.

After a general introductory course, two areas of study will be offered in parallel. One will focus on cryptogams (algae, lichens, mosses, and fungi), the other on fauna (chiroptera and arthropods).

Cryptogames

The aim of this section is to familiarize students with the extremely diverse organisms known as bryophytes, phaeophytes, and fungi. The principle is 1) to approach these little-known diversities from a naturalist's perspective, 2) to place these observations in an evolutionary perspective (phylogenetic aspects), and 3) to link the observations to the role of these organisms in terrestrial and marine ecosystems.

Finally, the module will address aspects of daily life, economics, and citizenship related to species (toxicology, food, medicine).

Wildlife

The objective is for students to acquire/deepen their knowledge of the biology of arthropods and bats, which are taxonomic groups that are of great interest from the perspective of fundamental ecology studies (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/teaching. Beyond species identification, this area of study will address the evolution and systematics of these taxa, their physiology, their ecological and behavioral characteristics, and their roles in ecosystems. The course will incorporate innovative teaching approaches, combining the use of traditional tools (visual recognition) and modern tools (acoustic identification using software). Among the arthropods, the groups that will be particularly addressed are Coleoptera, Lepidoptera, Odonata, and Orthoptera, which represent highly diverse orders that will allow us to best address the concept of species, which is central to biology. Species identification will form the basis for studying their biology and ecology and addressing the concepts of evolution and phylogeny.

Each group (Fauna - Cryptogams) will have 12 hours of fieldwork available (half of which will be shared by both groups) to be carried out according to terms to be defined (4 half-day outings, or 2 full-day outings). Practical work may be carried out on university sites (university campus - Labex CEMEB experimental field at CEFE - Botanical Garden) that are suitable for studying the various organisms.

Cross-cutting concept

The EU is organized around a concept common to both TP groups which, through a flipped classroom approach, will enable students to use the species observed to identify key concepts in conservation biology. In S5, the concept of species (and related entities such as subspecies, hybrids, etc.) will be discussed in depth from both a theoretical and practical perspective. This concept will enable students to address 1. the foundations and limitations of different perspectives on species (morphological, genetic, ecological), 2. methodological problems related to the identification of taxa in the field and in the laboratory, and 3. the issues this raises from the point of view of species conservation. To this end, at the end of the sequence, students will present a taxon, from among those proposed in the course unit, whose identification proves to be complex.

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The EU aims to offer students an integrative approach to the morphology, anatomy, and development of the vegetative and reproductive systems of spermatophytes, from an ecological, functional, and evolutionary perspective. This approach is implemented by students through a supervised project focused on the study of a model plant, taking into account interindividual variability, different stages of development, site conditions, and biological type.

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Genesis, nature, and future of deposits in sedimentary basins.

Series of 15 lectures/conferences/debates and practical/tutorial sessions

Course content / Integrated practicals / Tutorials (sedimentary basins, continental weathering,

sediment transport, detrital and carbonate environments, factors affecting sedimentation: Sequential stratigraphy, diagenesis)

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This teaching unit will aim to address the elements necessary for understanding the lifestyle of large groups of single-celled organisms that form the basis of ecosystem functioning (viruses, bacteria, archaea, and single-celled eukaryotes, etc.). The courses cover the biological organization of each type of organism, their modes of reproduction, and their diversity, leading to concepts of ecology. We will discuss the role of these microorganisms in the functioning and dynamics of ecosystems, considering the interactions that these organisms have with other living beings (the concept of "symbiosis" in all its forms).

The practical work will enable:

 - the implementation of techniques enabling bacterial enumeration (CFU) and the identification of a particular strain from an environmental sample

 - highlighting the diversity of phytoplankton (single-celled algae) in aquatic environments (freshwater)

 - highlighting the specificity of interactions between bacteria and bacteriophages

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The main objective is to learn the basics of comparative anatomy of chordates, so that they can be compared and classified, before tracing the key stages of their evolutionary history. The lessons are integrative in that they draw on both current organisms and the fossil record to document the evolutionary history of the clade in its entirety and in all its aspects. Anatomical, biomechanical, phylogenetic, and ecomorphological approaches will be addressed in lectures to illustrate the diversity and major characteristics of chordates. Practical work (and tutorials) will illustrate the evolution of the diversity of integuments, the skeleton, musculature, and the digestive and respiratory systems over long periods of time.

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This course is a natural continuation of the course " Quantification of Risk " (HAV424B) presented in S4. It aims to provide the concepts for constructing experimental protocols that answer biological questions and to associate them with appropriate models for analyzing variability. The first part will be devoted to the construction of experimental protocols that can answer a multitude of questions in the life sciences, i.e., taking into account the inevitable dependence of statistical individuals, such as kinship, spatial or temporal structure of populations. This part will provide an opportunity to address the concepts of fluctuation, replication, and pseudo-replication, which will be taken into account in the models constructed in the second part of the course. The second part will focus on demonstrating the link between the experimental protocol carried out and the modeling of the variability of a quantitative response variable, through the construction of models including several qualitative or quantitative variables. Particular attention will be paid to the conditions for applying these methods, type I and II errors, methods for estimating the parameters of the models constructed (including likelihood), and the interpretation of the estimated parameters. Each concept will be illustrated by the analysis of real biological data from several topics, helping students to discover not only modern and current biological issues but also the tools developed to address them. Practical work using R will enable students to independently perform analyses on published biological cases.

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Through five major themes, we will make the connection between the principles of evolution and evolutionary ecology seen in previous teaching units in a fundamental way and current societal applications.

These five major themes are: human evolution, biodiversity conservation, the domestication of animal and plant species, evolutionary medicine, and major global crises and disruptions.

Two sessions on understanding and oral presentation of scientific articles are held in conjunction with the course "Evolutionary Ecology and its Applications."

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For semester 6, students will have the choice between two types of student projects: (1) setting up a "Scientific Partners for the Classroom" (ASTEP) program or (2) developing a protocol for Data Acquisition and Processing (DAP). For the ASTEP project, students will carry out a scientific outreach project with kindergarten or elementary school classes in the Hérault region (scientific themes defined by partner schools). Students will then have to develop one or more experiments to be carried out with the classes, collect data with the students, and disseminate scientific concepts to the students concerned. For the ATD project, students will have to propose a data acquisition protocol to answer a scientific question of their choice. This protocol may be carried out in the field, in the classroom, or consist of a meta-analysis.

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The EU aims to provide an overview of the diversity of angiosperms, approached both through the prism of the most recent phylogenies proposed bythe Angiosperm Phylogeny Group ( APG). This phylogenetic framework will be supported throughout the EU by concrete observation of the vegetative and floral characteristics of a selection of taxa distributed across the entire phylogeny, in order to identify the synapomorphies of the main clades, any homoplasies, and adaptations (floral biology, pollination, trophic interactions, etc.).

Students also learn about the diversity of angiosperms from a floristic perspective by creating a herbarium of species generally found in the Mediterranean region. This gives them an opportunity to familiarize themselves with the use of a flora and digital identification tools (Pl@ntNet, e-Flore by Tela Botanica, etc.).

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Through five major themes, we will make the connection between the principles of evolution and evolutionary ecology seen in previous teaching units in a fundamental way and current societal applications.

These five major themes are: human evolution, biodiversity conservation, the domestication of animal and plant species, evolutionary medicine, and major global crises and disruptions.

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Undergraduate students at the University take various introductory ecology courses during their first two years of study. In their third year, they tackle several fundamental concepts of individual adaptation to the environment and interactions between species (Concepts in Evolutionary Ecology HLBE503). In particular, they explore r/K evolutionary strategies, linking the adaptation of life cycles to disturbance regimes in natural environments. I propose to continue the study of communities in line with these fundamentals, in order to illustrate the role of species' evolutionary strategies in community formation. This course will be based on a teaching sequence consisting of lectures, tutorials, and practical work in the form of field projects.

The lectures will present the basics of community ecology in three blocks. The first will concern the definition of a community and will address the history of the discipline's development through the perspectives of Gleason (1926) and Clements (1916). The second block will introduce the elements used to describe communities, with the concepts of diversity (alpha, beta, gamma) and their various indices. Finally, a third block will encourage students to reflect on the rules of assembly in communities, through the role of r/K evolutionary strategies in succession, the concepts of environmental filtering and functional similarity limitation.

These courses will run parallel to a series of tutorials organized according to a "data production-analysis-interpretation" model. Initially,serious games will be used to produce data based on simplified ecological mechanisms. To this end, several serious games that simulate communities are currently being developed. Students will collect this data in preparation for their analysis. The analysis will take the form of a computer workshop to familiarize students with diversity index calculations. Finally, time will be set aside to review the bibliography to determine whether the patterns produced throughout the sequence have biological reality and whether they have been observed in nature (independent work and report).

Once the tutorial sequence is complete, students will begin setting up in situ community ecology experiments through an introduction to field ecology, in the form of independent projects. As part of this practical, a workshop will allow students to test Grime's (1988) competitive (C), stress-tolerant (S), and ruderal (R) strategies through the analysis of plant functional traits. Simple methods have recently been published that allow individuals (and, by extension, communities) to be placed on Grime's triangle (Pierce et al., 2017). The sequence will begin with a field trip on campus: students will choose two contrasting environments (lawns, ruderal areas, woods, old walls) on which they will carry out a floristic inventory. They will then collect several individuals of each species and bring them back to the laboratory to measure various functional traits. Once the measurements have been taken, they will be able to calculate the various indices related to CSR strategy. The sequence will conclude with the writing of a report and an oral presentation. Other workshops are currently being developed.

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The EU will provide a scenario to which students will have to respond. The EU teaching team will represent the management of consulting firms responsible for conducting impact studies following a development project.

Students will play the roles of design office experts and will be required to conduct analyses of the project area. They will be required to provide a report on their impact assessment, in which they will identify environmental issues and rank them according to their importance. They will also be required to give an oral presentation of their studies.

The EU will consist of six 2-hour tutorials at the beginning of the semester, during which the following topics will be covered:

TD1: Presentation of the EU, presentation of what an impact assessment is and what is expected of such an assessment (this part will be carried out by a professional whose job is precisely to verify impact assessments), presentation of the status of the areas studied: ZNIEFF, Natura 2000.

TD2 to 6: Presentation of analysis methods for different groups of organisms (plants, arthropods, herpetofauna, avifauna and chiroptera, soil fauna, etc.).

For the rest of the EU, students will have to propose study protocols to estimate the potential impacts of the planned project. The protocols put in place will have to enable the impacts to be assessed as accurately as possible, and the studies will have to budget for their interventions. They will then have field sessions to implement their protocol, collect data and analyze it. The teaching team will mentor the groups to guide them in their work. They will write a thesis based on specifications provided by the teaching team. This deliverable must be supported by field data and data from the bibliography. They will defend their case before the teaching team in an oral presentation.

Several study areas were targeted in Montpellier to carry out the work: Triolet Campus, Mosson River, Vallet Park, Montpellier City Center, Meric Park, Banks of the Lez, Garrigues de la Lauze, etc.

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This EU is an initial approach to conservation science from the perspectives of different stakeholders:

- scientific approach: fundamental and practical approach to the conservation and restoration of populations and communities

- Societal approach : the role of scientists in managing species and ecological environments, and interactions with other conservation stakeholders (managers, local actors)

- Ethical approach : reflection on the values of biodiversity (quantifiable, preferential, normative) and their applications according to different models, placed in a historical context (mainly ecosystem services and sustainable development).

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This introductory course will build on the mathematical tools encountered throughout the bachelor's degree program, particularly in the Modeling of Living Systems: Theory course (S4 option), in order to provide an overview of the different approaches and techniques used in modeling living systems. All major families of mathematical models will be covered: static (optimization problems, game theory) and dynamic (extensions of the systems seen in S4, introduction to stochastic processes). The examples of applications of these models will be diverse, covering many biological systems as well as different levels of organization (metabolic, epidemiological, meta-community models, etc.). Particular attention will be paid to epistemological aspects (the contribution of modeling to the construction of theories in the life sciences) and practical aspects (identifiability, calibration, and parametric sensitivity on the one hand, numerical implementation/simulations on the other). Finally, it will be an opportunity for students to familiarize themselves with research topics involving modeling, developed in the Montpellier area.

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This course unit is structured around a professional inventory approach, during which students will be placed in real-life situations to showcase their naturalist skills. This will consist of fieldwork, with a focus on field supervision through SPS for project monitoring. In this respect, it follows the logic of the former CMI (Opus 4).

Eight groups of five students will work on cataloging a specific taxon as part of a clearly identified scientific issue. The study area will vary from year to year and will be chosen by the teaching team based on opportunities for collaboration with organizations interested in the proposed approach. The organizations being approached are:

- the Conservatory of Natural Areas of Languedoc Roussillon

- Lunaret Zoo, manager of the Lez nature reserve

- the city of Montpellier

The presentation will consist of a joint deliverable for the entire class, including a ranking of conservation issues. The management organizations for the areas studied will be invited to attend the presentations.

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The aim of this EU is to acquire, reinforce, and synthesize concepts and knowledge in evolutionary paleontology, sedimentology, and paleoecology, in order to apply them to the fossil world. Taken together, these concepts provide the keys to inferring the stratigraphic context and past environments in which extinct organisms lived.

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This course unit is structured around a professional inventory approach, during which students will be placed in real-life situations to showcase their naturalist skills. This will consist of fieldwork, with a focus on field supervision through SPS for project monitoring. In this respect, it follows the logic of the former CMI (Opus 4).

Eight groups of five students will work on cataloging a specific taxon as part of a clearly identified scientific issue. The study area will vary from year to year and will be chosen by the teaching team based on opportunities for collaboration with organizations interested in the proposed approach. The organizations being approached are:

- the Conservatory of Natural Areas of Languedoc Roussillon

- Lunaret Zoo, manager of the Lez nature reserve

- the city of Montpellier

The presentation will consist of a joint deliverable for the entire class, including a ranking of conservation issues. The management organizations for the areas studied will be invited to attend the presentations.

See the full page

The EU will provide a scenario to which students will have to respond. The EU teaching team will represent the management of consulting firms responsible for conducting impact studies following a development project.

Students will play the roles of design office experts and will be required to conduct analyses of the project area. They will be required to provide a report on their impact assessment, in which they will identify environmental issues and rank them according to their importance. They will also be required to give an oral presentation of their studies.

The EU will consist of six 2-hour tutorials at the beginning of the semester, during which the following topics will be covered:

TD1: Presentation of the EU, presentation of what an impact assessment is and what is expected of such an assessment (this part will be carried out by a professional whose job is precisely to verify impact assessments), presentation of the status of the areas studied: ZNIEFF, Natura 2000.

TD2 to 6: Presentation of analysis methods for different groups of organisms (plants, arthropods, herpetofauna, avifauna and chiroptera, soil fauna, etc.).

For the rest of the EU, students will have to propose study protocols to estimate the potential impacts of the planned project. The protocols put in place will have to enable the impacts to be assessed as accurately as possible, and the studies will have to budget for their interventions. They will then have field sessions to implement their protocol, collect data and analyze it. The teaching team will mentor the groups to guide them in their work. They will write a thesis based on specifications provided by the teaching team. This deliverable must be supported by field data and data from the bibliography. They will defend their case before the teaching team in an oral presentation.

Several study areas were targeted in Montpellier to carry out the work: Triolet Campus, Mosson River, Vallet Park, Montpellier City Center, Meric Park, Banks of the Lez, Garrigues de la Lauze, etc.

See the full page

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This EU is an initial approach to conservation science from the perspectives of different stakeholders:

- scientific approach: fundamental and practical approach to the conservation and restoration of populations and communities

- Societal approach : the role of scientists in managing species and ecological environments, and interactions with other conservation stakeholders (managers, local actors)

- Ethical approach : reflection on the values of biodiversity (quantifiable, preferential, normative) and their applications according to different models, placed in a historical context (mainly ecosystem services and sustainable development).

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Introduce students to an integrated approach to plants by studying the morphological and anatomical characteristics of stems and roots. Help them discover the coordinated spatial and temporal construction of root and stem architectures through adaptations of Mediterranean and tropical species. Reproductive structures and the diversity of biological types will also be taken into account. This course unit is designed to prepare students for the BioGET Master's program and draws on the natural environment and local and regional infrastructure (Amazonian Greenhouse, Villa Thuret, Château La Pérouse Garden).

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This course provides an introduction to the ecology of continental freshwater ecosystems and marine ecosystems, as well as to the interface environments between these two compartments, namely mangroves, estuaries, and deltas.  They will be approached from the perspective of both their structure and their functioning, emphasizing their similarities and differences, as well as the abiotic and biotic factors that govern the organization of the communities of organisms that inhabit them.

They should provide an overview of these ecosystems or hydrosystems and how they function at various scales.

The first part of the course is devoted entirely to theoretical teaching, while the second part consists of introductory sessions to field trips, the field trips themselves, and practical sessions in which the data collected in the field is analyzed and shared.

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Molecular tools are an integral part of studies aimed at describing and characterizing biodiversity. The EU will aim to present various molecular approaches (barcoding, metabarcoding, environmental DNA, etc.) that enable (1) the description, characterization, and quantification of this diversity at intra- or interspecific, population, or ecosystem levels, and (2) the presentation of their areas of application at different timescales and spatial scales. The EU will incorporate practical aspects aimed at learning about and implementing these techniques, analyzing the resulting data, and reporting on them. Group work in interaction with researchers and teacher-researchers will be prioritized.

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One of the goals of this course unit is to synthesize concepts and knowledge acquired in animal biology (anatomy, systematics) and ecology in order to describe and understand the morphology and evolution of vertebrate morphologies. In addition to covering current groups, this course will focus heavily on extinct fossil groups, particularly their contribution to understanding the various eco-morphological adaptations (e.g., acquisition or return to aquatic life, acquisition of flight) that have marked the evolutionary history of clades.

This course also aims to provide theoretical and practical foundations in phylogenetics (cladistics) for tracing the evolution of a clade (distance, parsimony, and likelihood methods), based on both molecular and phenotypic characters (current and fossil).

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Adaptations to the "parasitic" lifestyle are studied across all parasitic organisms (viruses, bacteria, eukaryotes), including different scales of analysis "from molecules to populations."

Thus, the co-evolution between hosts and parasites will be considered from the perspective of molecular and cellular host-parasite interactions (immunity, escape, exploitation of host resources, etc.), but also from the perspective of the morpho-anatomical structures involved in adaptation to the intra-host site or in survival in the external environment, and finally from the perspective of behavioral adaptations for encountering the host (promotion).

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ORPAL is an ecology course in APP (1/3 fieldwork and 2/3 lab work). Based on ecological concepts and methods, this course aims to explore historical ecology (the study of interactions between humans and their environment over varying time periods) and its main applications in paleoecology, from defining the issue field sampling, data acquisition, to interpretation and writing a scientific article (see https://biologie-ecologie.com/exemples-travaux/). This course is an interesting theoretical and experimental prerequisite for the ACCES, CEPAGE, PALEONTOLOGY, ECOSYSTEMS, or BIOGET programs.

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- difference between weather and climate

- structure of the atmosphere, radiation balance, greenhouse effect, wind circulation, low-pressure systems/high-pressure systems, tropical cyclones, tornadoes

- general ocean circulation (Munk, major currents, Conveyor Belt)

- geographic distribution and definition of climates

- current climate change

- global water cycle, hydrological balance, water balance, energy balance above a cultivated plot to estimate evapotranspiration

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Understanding the weather and knowing how to use climate data for an ecologist/naturalist.

- climate measurement methods, bioclimate indices;

- Computer lab: climate data, modern archives (century), oscillations, and trends;

- weather reminders, dominant parameters: from large biomes to topoclimate;

- average climate vs. extreme events, their roles and impacts on biodiversity;

- Group work (presentation): regional topics, shared oral presentation;

- Past and future climate change and its impact on biodiversity.

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At the end of this course, students will have acquired the basic knowledge necessary to prepare and carry out scientific communication activities tailored to a target audience, both orally and in writing. They will also be able to design educational materials and awareness-raising workshops for the general public.

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Universities are often perceived as inaccessible places for a large part of society. As part of the UniverlaCité program, which aims to bring the university to priority neighborhoods, students will develop science workshops for schoolchildren in priority education areas. 

The EU will offer students the opportunity to:

1- share their own experiences and leverage the knowledge they have acquired at university in order to best meet the needs of society.

2- Reveal and develop scientific communication skills through the development and implementation of educational materials tailored to the target audience.

The EU will take the form of tutorials and project monitoring (SPS) on predefined topics. The socio-cultural situation of sensitive urban areas will be addressed during the first tutorial. This first tutorial will also serve to lay the foundations for the EU, present the UniverlaCité program in detail, and give a broad overview of scientific mediation.

The following tutorials will serve as sessions during which students, divided into groups, will be asked to propose activities to be implemented. The constraints imposed on them by the teaching team will be: the target audience, the theme (which will be defined by the teaching team and renewed each year), and the need to propose activities outside the school grounds.

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The major human and animal health challenges linked to global changes, namely:

• the degradation of natural environments, leading to a decline in the quality of natural resources (various forms of pollution) and a loss of biodiversity
• climate change
• the artificialization of living environments
• new therapeutic approaches
• globalization of trade
• the standardization of lifestyles

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Science in today's societies is at the heart of many ethical, economic, and societal issues. The aim of this course is to encourage students to reflect on their knowledge and practices through a historical approach to the construction of knowledge and through reflections on the bioethical aspects of science, the place of researchers in society, and the relationship between science and society. The aim is to raise students' awareness of the use of scientific arguments in society and to encourage them to debate and confront contradictory points of view, thereby developing their critical thinking skills. This is therefore an open-minded course unit that allows students to take a broader view while maintaining a scientific approach, in other words, to "look up from the handlebars."

- 7CM = 10.5 hours for History of Science, panhistorical and pangeographical approach

- 4 CM = 6 hours to present the concepts of bioethics and critical thinking that will be necessary for the debates (methodology of controversy, complexity, issues, arguments from authority)

- 2CM= 3 hours on the role of scientists in society (historical approach and discussion of potential pitfalls)

- 2TD = 3 hours on cognitive biases, concepts of epistemology, language traps, and the concept of proof, major types of flawed reasoning

- 4 sessions of 2TD = 4x3 hours = 12 hours of debates on topics at the heart of scientific and societal controversies: GMOs, vaccination, pharmacogenetics and genetic testing, endocrine disruptors, feeding the planet, demographic challenges, climate change, transhumanism, cloning and assisted reproduction, animal experimentation, neuroscience and marketing, biological control, nanotechnologies, etc. Starting with a press article, students work in groups to produce a presentation (which counts towards their assessment) with the aim of providing historical context, presenting opposing viewpoints (ethical and scientific arguments), and then leading a debate. Each debate session (3 hours) will have a theme, and researchers or ECs will be invited to participate in the jury and provide a summary at the end.

In groups and over the course of the EU, students will produce a bibliographic summary on a topic of their choice, with a structured argument, illustrated with carefully chosen examples, placing the subject in the context of the history of science with bioethical considerations. The idea is not simply to recount the history of a subject, but rather to emphasize the links with the advancement of scientific knowledge and the ethical questions raised.

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At the end of this course, students will have acquired the basic knowledge necessary to prepare and carry out scientific communication activities tailored to a target audience, both orally and in writing. They will also be able to design educational materials and awareness-raising workshops for the general public.

See the full page

See the full page

Universities are often perceived as inaccessible places for a large part of society. As part of the UniverlaCité program, which aims to bring the university to priority neighborhoods, students will develop science workshops for schoolchildren in priority education areas. 

The EU will offer students the opportunity to:

1- share their own experiences and leverage the knowledge they have acquired at university in order to best meet the needs of society.

2- Reveal and develop scientific communication skills through the development and implementation of educational materials tailored to the target audience.

The EU will take the form of tutorials and project monitoring (SPS) on predefined topics. The socio-cultural situation of sensitive urban areas will be addressed during the first tutorial. This first tutorial will also serve to lay the foundations for the EU, present the UniverlaCité program in detail, and give a broad overview of scientific mediation.

The following tutorials will serve as sessions during which students, divided into groups, will be asked to propose activities to be implemented. The constraints imposed on them by the teaching team will be: the target audience, the theme (which will be defined by the teaching team and renewed each year), and the need to propose activities outside the school grounds.

See the full page

The major human and animal health challenges linked to global changes, namely:

• the degradation of natural environments, leading to a decline in the quality of natural resources (various forms of pollution) and a loss of biodiversity
• climate change
• the artificialization of living environments
• new therapeutic approaches
• globalization of trade
• the standardization of lifestyles

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This EU is a logical continuation of the S4 EU (Fundamentals of Physiology and Immunology) and aims to deepen knowledge of fundamental, applied, and clinical immunology. We will also address "unconventional" concepts in immunology and develop innovative immunotherapy strategies. This course unit will cover all topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Keywords

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

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This teaching unit covers the different categories of biotechnology according to their field of application:

• Plant biotechnology concerns the agri-food industry and encompasses a range of technologies that use plants and plant cells to produce and transform food products, biomaterials, and energy, as well as recombinant proteins for therapeutic purposes.

• Animal biotechnology covers the fields of health, medicine, diagnostics, tissue engineering, and the development of genetic or molecular processes for therapeutic purposes.
• Microbial biotechnology involves the use of microorganisms (viruses or bacteria) and their cultivation in the agri-food/pharmaceutical industry, as well as their role in environmental protection.

The teaching offered to students in the Bachelor's Degree in Life Sciences enables them to discover or deepen their theoretical knowledge of different biotechnologies and to master the associated tools/applications.

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This course unit aims to deepen students' knowledge of microbiology for those who wish to pursue further studies in this discipline.

She will discuss molecular genetics applied to prokaryotes (mobile genetic elements and resistance, CRISPR, 2-component system, quorum sensing, horizontal transfers, etc.) and the specificities of bacterial metabolism.

Bacteria with a particular morphology will be presented.  

In virology, the pathophysiology of viral infections, as well as the prevention and control of viral diseases, will be presented. Mechanisms of immune evasion will be detailed. Mechanisms of viral evolution will be described and linked to viral emergence.

The parasitic lifestyle of certain eukaryotic microorganisms will be illustrated by describing their obligatory intracellular development and the changes in the host cell induced by these parasites.

Finally, the EU will address the concept of microbiota and present the latest data on the nature of human microbiota and its role in health.

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This course unit allows students to deepen their knowledge of metabolism. It provides a comprehensive overview of human metabolism, emphasizing the links between different metabolic pathways. It also shows how different tissues communicate to maintain overall energy homeostasis. Disruptions in this metabolism that cause certain diseases will be presented.

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This is an introductory course to teaching biotechnology, preparing students for their observation internship in a technical high school in semester 6. This course covers concepts that will be developed further for students in the MEEF (Teaching, Education, and Training Professions) Biotechnology Master's program preparing for the CAPET Biotechnology with a specialization in Biochemistry and Biological Engineering. This course, combined with the high school internship in semester 6, also helps students choose their career path.

During lectures/tutorials, several questions concerning the teaching and learning of science and biotechnology are addressed:

- What are the principles, tools, and teaching methods used in the technology track?

- How to design teaching in STL-Biotechnology and STS?

- How are the programs and standards structured?

- What are the terms and conditions for certification assessment in the final cycle and in STS?

- How does a general and technological high school work?

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Bacteriology:

Through various examples, students will gain a better understanding of the concept of pathogenicity in relation to bacterial virulence. The means and mechanisms used to manipulate the body's cells at the mucosal level in order to penetrate the internal environment, i.e., invasive power, will be discussed, as well as the perception of environmental signals and the integration of these signals in order to coordinate the response of prokaryotes so that they adopt group behavior. The description of a few examples of toxins and modulins related to colonization and/or invasion will provide a better understanding of the differences in strategies between prokaryotic pathogens. Finally, the concept of microbiota and its influence on the functioning of the organism, as well as its involvement in the development of certain pathologies, will be discussed.

Immunology:

The Immunology section covers the basics of how the immune system works during infection. From the initiation and progression of the inflammatory response when non-self signals are recognized by the innate immune system (PRR-PAMP) to the mechanisms of cell activation and the cellular responses generated, we can appreciate the diversity of possibilities offered by the various players in immunity. In addition, the sequence of events leading to the orientation of the immune response and the acquisition of lasting protection during the adaptive phase will provide a better understanding of the vaccine strategy. Finally, intestinal mucosal immunity will be discussed in the context of the relationship between the host and the microbiota.

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The molecular biology practical aims to enable students to work independently with molecular biology protocols and introduce them to hypothesis-driven research. Students will have six days to respond to a biological problem that will be presented to them. This will allow them to put some of the techniques covered in their theoretical classes into practice in a laboratory setting, thereby gaining a better understanding of them.

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As part of this course, students will learn experimental principles based on the manipulation of nucleic acids. Lectures will focus on two main areas:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (recombinant protein expression, genomic banking, transgenesis, CRISPR/CAS9 system, etc.) and reflection on the concept of ethics in biology.

The tutorials will consist of:

- Analysis of articles presenting issues to be resolved using the knowledge acquired in the course. The topics chosen will, as far as possible, refer to parallel L3 teaching units. These articles will be presented by students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer lab.

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The aim of the course is to review molecular identification techniques, with a focus on biomarkers, advances in the latest generations of biomarkers and selective membranes, and new instrumentation.

Molecular diagnostic techniques / mass approaches.

Biosynthesis of Ag receptors in B lymphocytes and T lymphocytes 

Antigen-antibody reactions 

Immunological techniques 

FACS principle

Proteomics, 2D, LC-MS, MS-MS. Degradome...

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From the same genome, the different cells that make up a multicellular organism will acquire different cellular destinies in order to acquire distinct cellular functions. In addition to the genome, epigenetic regulations governing the control of genome expression will be crucial in establishing phenotypes. The objective of this course is to teach the concepts and methodologies used to study the transmission of hereditary information via epigenetic mechanisms.

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Observation internship in high school in STL-Biotechnology and/or STS in applied biology under the supervision of a teacher tutor in Biochemistry and Biological Engineering. This course unit, which follows on from the course unit on Pedagogy and Didactics of Biotechnology, provides an initial insight into the realities of the teaching profession. This course unit covers concepts that will be developed further for students in the Master's program in Teaching, Education, and Training (MEEF) in Biotechnology, who are preparing for the CAPET (Certificate of Aptitude for Teaching) in Biotechnology with a specialization in Biochemistry and Biological Engineering. This course unit, combined with that of semester 5, also helps students with their career orientation.
The information gathered during the internship and its processing will be the subject of a written report and an oral defense at the end of the semester.

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The EU aims to acquire knowledge of fundamental and applied virology, with a focus on an integrative approach to the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence, and associated risks to human and animal health. Finally, the EU will present the research methods used, virological detection and diagnostic tools, and applications of viruses in biotechnology.

The EU will be taught in the form of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic concepts and nomenclature used for analyzing 3D protein structures are briefly reviewed (Ramachandran diagram, structural motifs and domains, folding, family, superfamily, etc.). These concepts are supplemented by a study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the four main types of folding. Structure-function relationships are illustrated using examples of proteins. The specific characteristics of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, etc.) and the concepts of recognition specificity are detailed.

This teaching is illustrated in tutorials. These tutorials consist of familiarizing students with the main databases used in structural biology, as well as with the PyMol software for analyzing 3D structures.

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This course describes the methodology used by life science researchers to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in English.

Written communication is addressed through the study of the (macro) structure of a research article and an examination of the publication process in scientific journals. Several elements of written structure (micro) are examined in order to understand the differences between scientific English and literary English: clarity, cohesion, and coherence.

These studies are supplemented by a supervised project during the semester, in which students are required to analyze a research article recently published in scientific literature and transcribe it in the form of an oral presentation (conference) in English.

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the various aspects of gene and genome function analysis at the whole-genome level using in vivo approaches, as well as transcriptional regulation and regulation of eukaryotic genome expression. The course is illustrated with concrete examples in developmental genetics in physiological and pathological contexts.

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This course unit allows students to deepen their knowledge of metabolism. It provides a comprehensive overview of human metabolism, emphasizing the links between different metabolic pathways. It also shows how different tissues communicate to maintain overall energy homeostasis. Disruptions in this metabolism that cause certain diseases will be presented.

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This compulsory course for the "Molecular and Cellular Biology" program aims to deepen and supplement, mainly through tutorials and practicals, the fundamental molecular and cellular processes covered in the BCM2, BCM3, and Advanced Cellular and Molecular Biology courses by addressing them in greater depth. These classes will focus on the topics of intracellular trafficking, cell cycle, and apoptosis, continuing on from the BCM3 course.

Group work will be carried out in tutorials, during which students will be required to analyze a scientific article and produce a structured summary specifying the context of the study, the specific scientific question posed by the authors, the strategies implemented, and the techniques used to answer it. The aim of this work is to help prepare students for writing their TER reports and Master's internship reports.

The tutorials and practicals will be carried out in an integrated manner on the same topics as those covered in the lectures. The tutorials will be directly linked to the practicals. Students will be required to ask a question related to a cellular mechanism and, in accordance with the scientific approach, propose an experimental strategy to answer it. The practicals will enable students to apply this strategy by integrating techniques from biochemistry, molecular biology, and cell biology, such as immunoblotting, cell culture, immunolabeling, and fluorescence microscopy. The results obtained will be analyzed using image analysis techniques and bioinformatics.

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This compulsory S6 unit explores the fundamental processes of embryonic development.

All the major stages of embryogenesis will be covered, such as axis formation, gastrulation, neurulation, organogenesis, as well as basic concepts: induction, determination, differentiation, morphogenesis, etc.

The course will focus on a molecular and cellular interpretation of developmental processes, as well as on the importance of an evolutionary approach to embryogenesis. 

The course will therefore systematically make connections between its various disciplines, as well as with the material taught in genetics courses.

The lectures will present the main principles, focusing on the two best-understood models of development in vertebrates (amphibians) and invertebrates (flies), including a historical perspective, while the tutorials will focus on evolutionary aspects (comparison of different modes of development and understanding the logic of evolutionary constraints), as well as experimental approaches to modern molecular and cellular developmental biology.

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The molecular biology practical aims to enable students to work independently with molecular biology protocols and introduce them to hypothesis-driven research. Students will have six days to respond to a biological problem that will be presented to them. This will allow them to put some of the techniques covered in their theoretical classes into practice in a laboratory setting, thereby gaining a better understanding of them.

See the full page

As part of this course, students will learn experimental principles based on the manipulation of nucleic acids. Lectures will focus on two main areas:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (recombinant protein expression, genomic banking, transgenesis, CRISPR/CAS9 system, etc.) and reflection on the concept of ethics in biology.

The tutorials will consist of:

- Analysis of articles presenting issues to be resolved using the knowledge acquired in the course. The topics chosen will, as far as possible, refer to parallel L3 teaching units. These articles will be presented by students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer lab.

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This course unit aims, in both lecture and tutorial formats, to supplement the concepts of cell biology covered in L2 in BCM2 and BCM3 through the study of physiological and pathological conditions such as cancer.

These courses will introduce students to the importance of finding a suitable model system (cell lines or organisms for in vivo studies (Drosophila, C. elegans, zebrafish)) for answering a question and demonstrating a molecular mechanism.

The tutorials will enable students to work with advanced concepts in cell biology in conjunction with knowledge of the most commonly used methodologies in cell biology, such as flow cytometry, advanced fluorescence microscopy and electron microscopy techniques, proteomics, and knowledge of experimental models such as cultured cells, genetically modified and non-genetically modified animal models (C. elegans, zebrafish, transgenic mice, KO, KI, etc.). zebrafish, transgenic mice, KO, KI, etc.).

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From the same genome, the different cells that make up a multicellular organism will acquire different cellular destinies in order to acquire distinct cellular functions. In addition to the genome, epigenetic regulations governing the control of genome expression will be crucial in establishing phenotypes. The objective of this course is to teach the concepts and methodologies used to study the transmission of hereditary information via epigenetic mechanisms.

See the full page

The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

See the full page

The EU aims to acquire knowledge of fundamental and applied virology, with a focus on an integrative approach to the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence, and associated risks to human and animal health. Finally, the EU will present the research methods used, virological detection and diagnostic tools, and applications of viruses in biotechnology.

The EU will be taught in the form of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This practical work unit aims to apply students' knowledge of microbiology and molecular biology to identify bacteria in the environment.

Quantitative and qualitative analysis of the bacterial population present in a soil sample is typically performed by identifying species using conventional bacteriological methods in successive stages: 1) isolation of the bacterial flora; 2) diagnosis of family and genus using conventional media and tests; 3) diagnosis of species using API System galleries.

Molecular biology techniques now make it possible to identify bacteria present in a sample without the need for culture. This approach requires access to a sequencing platform and will also be carried out in practical work, allowing the two approaches to be compared. The sequencing results obtained will enable bioinformatic analysis of the rrsA gene specifying the 16S RNA of the isolated bacteria.

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This course describes the methodology used by life science researchers to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in English.

Written communication is addressed through the study of the (macro) structure of a research article and an examination of the publication process in scientific journals. Several elements of written structure (micro) are examined in order to understand the differences between scientific English and literary English: clarity, cohesion, and coherence.

These studies are supplemented by a supervised project during the semester, in which students are required to analyze a research article recently published in scientific literature and transcribe it in the form of an oral presentation (conference) in English.

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This EU is a logical continuation of the S4 EU (Fundamentals of Physiology and Immunology) and aims to deepen knowledge of fundamental, applied, and clinical immunology. We will also address "unconventional" concepts in immunology and develop innovative immunotherapy strategies. This course unit will cover all topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Keywords

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Molecular biology is not only a fascinating subject in its own right, but it also provides other biological disciplines (cell biology, genetics, physiology, etc.) with fantastic tools for modifying and quantifying genes and their products.

The EU is deepening its understanding of the mechanisms involved in the organization, maintenance, replication, and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, we will explore the properties of information-carrying macromolecules (DNA, RNA, proteins) and how interactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and the development of organisms.

At the same time, the main techniques used to monitor or modify gene expression, or to study the mechanisms of this expression, will be presented in lectures and explored in greater depth in tutorials through the analysis of results.

Thus, the tutorials address these topics in the form of (1) exercises that allow students to test their understanding of the knowledge described above, and (2) experiments taken from scientific articles for analysis. In this way, the fundamentals of scientific reasoning and critical analysis of results will be acquired and/or further developed.

See the full page

This teaching unit covers the different categories of biotechnology according to their field of application:

• Plant biotechnology concerns the agri-food industry and encompasses a range of technologies that use plants and plant cells to produce and transform food products, biomaterials, and energy, as well as recombinant proteins for therapeutic purposes.

• Animal biotechnology covers the fields of health, medicine, diagnostics, tissue engineering, and the development of genetic or molecular processes for therapeutic purposes.
• Microbial biotechnology involves the use of microorganisms (viruses or bacteria) and their cultivation in the agri-food/pharmaceutical industry, as well as their role in environmental protection.

The teaching offered to students in the Bachelor's Degree in Life Sciences enables them to discover or deepen their theoretical knowledge of different biotechnologies and to master the associated tools/applications.

See the full page

This course unit aims to deepen students' knowledge of microbiology for those who wish to pursue further studies in this discipline.

She will discuss molecular genetics applied to prokaryotes (mobile genetic elements and resistance, CRISPR, 2-component system, quorum sensing, horizontal transfers, etc.) and the specificities of bacterial metabolism.

Bacteria with a particular morphology will be presented.  

In virology, the pathophysiology of viral infections, as well as the prevention and control of viral diseases, will be presented. Mechanisms of immune evasion will be detailed. Mechanisms of viral evolution will be described and linked to viral emergence.

The parasitic lifestyle of certain eukaryotic microorganisms will be illustrated by describing their obligatory intracellular development and the changes in the host cell induced by these parasites.

Finally, the EU will address the concept of microbiota and present the latest data on the nature of human microbiota and its role in health.

See the full page

Bacteriology:

Through various examples, students will gain a better understanding of the concept of pathogenicity in relation to bacterial virulence. The means and mechanisms used to manipulate the body's cells at the mucosal level in order to penetrate the internal environment, i.e., invasive power, will be discussed, as well as the perception of environmental signals and the integration of these signals in order to coordinate the response of prokaryotes so that they adopt group behavior. The description of a few examples of toxins and modulins related to colonization and/or invasion will provide a better understanding of the differences in strategies between prokaryotic pathogens. Finally, the concept of microbiota and its influence on the functioning of the organism, as well as its involvement in the development of certain pathologies, will be discussed.

Immunology:

The Immunology section covers the basics of how the immune system works during infection. From the initiation and progression of the inflammatory response when non-self signals are recognized by the innate immune system (PRR-PAMP) to the mechanisms of cell activation and the cellular responses generated, we can appreciate the diversity of possibilities offered by the various players in immunity. In addition, the sequence of events leading to the orientation of the immune response and the acquisition of lasting protection during the adaptive phase will provide a better understanding of the vaccine strategy. Finally, intestinal mucosal immunity will be discussed in the context of the relationship between the host and the microbiota.

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The main goal of this module will be to provide a better understanding of the major concepts of modern biology through the history of their development. In other words, to analyze the intellectual journey and the experimental and theoretical approaches that led to their establishment. For example, we will analyze how the search for a "natural" classification led Jean-Baptiste Monet de Lamarck and Charles Darwin to lay the foundations of evolutionary biology, and how how Etienne Geoffroy Saint Hilaire's concept of "unity of plan of organization" gave rise to evolutionary paleontology, developmental biology, and evolution/development (Evo/Devo).

In the context of bioethical issues, we will address problems such as the distortion of a concept (from craniology to eugenics) and the cases of Georges Cuvier and Trophim Lysenko, where religious or political ideology interfered with science.

Finally, biological philosophy will lead us to discuss the value of models in biology and the "end of genetics" (from Lamarck to epigenetics via epigenesis).

The entire module will consist of lectures, during which several seminal texts in modern biology will also be analyzed and discussed.

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The molecular biology practical aims to enable students to work independently with molecular biology protocols and introduce them to hypothesis-driven research. Students will have six days to respond to a biological problem that will be presented to them. This will allow them to put some of the techniques covered in their theoretical classes into practice in a laboratory setting, thereby gaining a better understanding of them.

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The courses will cover the fundamentals and principles of microbial ecology (microbial biodiversity; cultivable/uncultivable microorganisms;   major microbial groups, key microbial functions and biogeochemical cycles, microbial metabolisms in the environment and environmental applications, ecology fundamentals applicable to microorganisms (microbial interactions, free-living, competition, collaboration, symbiosis , parasitism and their applications). The following will be covered in particular by way of illustration:

- viruses: the concept of emergence and reemergence

-Vibrio bacteria, virulence factors, host adaptation, and horizontal transfer

-streptococci, comparative genomics, genome reduction, specialization

 Applications of microbial ecology to biotechnology will concern: detection, inoculum production, bioproductions, bioremediation, and water treatment using concrete examples (development of multi-pathogen detection tools that take mutation into account, production of a flavor enhancer by a soil corynebacterium, applications of the study of microbial interactions to the selection of cheese flavors, quality index of wine-growing soil, etc.).

Lab work: water analysis, principles, standards, applications: total 6 hours

TD/personal work based on the results of the practical work: design of a water purification model in a real-life situation (cadastral data, topological survey, total fecal coliform load from practical work, student presentations on the different types of (micro)water treatment plants, etc.). The aim is to propose a conceptual solution adapted to the specific case.

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As part of this course, students will learn experimental principles based on the manipulation of nucleic acids. Lectures will focus on two main areas:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (recombinant protein expression, genomic banking, transgenesis, CRISPR/CAS9 system, etc.) and reflection on the concept of ethics in biology.

The tutorials will consist of:

- Analysis of articles presenting issues to be resolved using the knowledge acquired in the course. The topics chosen will, as far as possible, refer to parallel L3 teaching units. These articles will be presented by students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer lab.

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This EU aims to deepen knowledge of eukaryotic microorganisms and explore in particular the diversity of free-living or parasitic eukaryotic unicellular organisms. This diversity will be studied not only from a theoretical but also from a practical point of view. The specific characteristics of the development and lifestyle of four single-celled microorganisms (the social amoeba Dictyostelium discoideum, the ciliate Tetrahymena, and the apicomplexan parasites Toxoplasma gondii and Plasmodium falciparum) will be studied during practical work sessions, illustrating the concepts covered in lectures and tutorials.

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The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

See the full page

The EU aims to acquire knowledge of fundamental and applied virology, with a focus on an integrative approach to the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence, and associated risks to human and animal health. Finally, the EU will present the research methods used, virological detection and diagnostic tools, and applications of viruses in biotechnology.

The EU will be taught in the form of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

See the full page

This course describes the methodology used by life science researchers to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in English.

Written communication is addressed through the study of the (macro) structure of a research article and an examination of the publication process in scientific journals. Several elements of written structure (micro) are examined in order to understand the differences between scientific English and literary English: clarity, cohesion, and coherence.

These studies are supplemented by a supervised project during the semester, in which students are required to analyze a research article recently published in scientific literature and transcribe it in the form of an oral presentation (conference) in English.

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Through practical work sessions, study of different physiological regulations in animals.

Acquisition of surgical techniques in rats to determine blood volume, osmotic diuresis and renal permeability, the action of adrenaline and insulin on blood sugar levels, inulin clearance, and the mechanisms of glucose transport across the intestinal wall.

Study of the mechanical and electrical functioning of the frog heart.

Learning all the elements necessary to successfully complete the required practical work protocol in order to obtain results and compile a report.

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This EU is a logical continuation of the S4 EU (Fundamentals of Physiology and Immunology) and aims to deepen knowledge of fundamental, applied, and clinical immunology. We will also address "unconventional" concepts in immunology and develop innovative immunotherapy strategies. This course unit will cover all topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Keywords

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Study of the primary and secondary olfactory systems:

The primary olfactory system: stimuli, receptor structures, transduction mechanism, olfactory information coding, and associated olfactory pathways.

The secondary olfactory system: stimuli, receptor structures, transduction mechanism, olfactory information coding, and associated olfactory pathways.

Study of the gustatory system:

The gustatory system: stimuli, receptor structures, transduction mechanism, and associated gustatory pathways.

Olfaction and cognition:

Study of odors on behavior; factors influencing the quality of the olfactory sensation; the characteristic dimensions of odors; behavioral classification of odors. Olfaction and cognition: memory of odors, mother/child olfactory attachment.

Taste and eating behavior :

Gusto-facial reflex; food preferences and aversions.

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The objective of this teaching unit is to provide an integrated approach to the functioning of the nervous system, drawing on several disciplines within neuroscience (neurodevelopment, functional neuroanatomy, neuroimaging, cognitive neuroscience) and focusing on complex brain functions.

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The objective of this EU is the morpho-functional study of cells in the nervous system (neurons, glial cells), namely: the description of the mechanisms involved in neuronal excitability (generation and propagation of action potentials) and neurotransmission (mechanisms of neurotransmitter release and synthesis, and the structure and function of neurotransmitter receptors). The concepts of synaptic plasticity are also developed.

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The cardiovascular physiology course aims to describe and acquire knowledge about the functioning of the cardiovascular system of the whole animal at the molecular and cellular levels. Topics covered will include cardiac contraction, regulation of cardiac electrical activity (electrocardiogram and ion channels), regulation of blood pressure and baroreflex, and regulation of cardiovascular functions by the autonomic nervous system.

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The mechanism of action of drugs is based on interaction with a target cell structure in the body, leading to the modulation of its functioning. This course unit therefore has two main components. The^first component aims to raise students' awareness of the different modes of cellular communication, the different chemical messengers, their targets, and their modes of action. The second part will aim to provide students with basic knowledge of pharmacology, i.e., understanding how drugs work and what happens to them in the body. To this end, the concepts of pharmacodynamics (ligand-receptor interaction, dose-response relationship) and pharmacokinetics (ADME: absorption-distribution-metabolism-excretion) will be covered. In addition, drug targets, their intracellular signaling, and their therapeutic indications will be discussed.

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The EU offers an introduction to the main diseases affecting the nervous system, whether neurological or psychiatric. The pathologies are addressed from a multidisciplinary perspective, ranging from the molecular level to symptoms. This basic knowledge of neuropathology will serve as a foundation for the fields of research covered later in the Master's program.

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The EU on muscle and heart diseases aims, based on the knowledge acquired in the previous semester on cardiovascular physiology, to understand the molecular and cellular mechanisms that lead to heart diseases (various rhythm disorders including atrial fibrillation, heart failure, etc.) and muscle diseases (myopathies, etc.).

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The aim of this EU is to acquire scientific knowledge and skills in the field of nutrition, specifically in relation to pathologies.

Nutrition is defined as the science that analyzes the relationship between food and health. The links between nutrition and health are becoming increasingly well understood, and the risk of developing many diseases—including cancer, cardiovascular disease, obesity, and type 2 diabetes—can be reduced by following national nutritional recommendations.

Based on multiple scientific studies, these recommendations evolve as new knowledge becomes available. It is still difficult to describe the biological mechanisms that explain the complex effects of nutrition on health.

Numerous epidemiological studies have established that an adequate, balanced, and varied diet is essential for growth, maintaining immunity, fertility, and healthy aging (cognitive performance, maintaining muscle mass, fighting infections).

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The course in Sensory and Motor Neurophysiology taught in the EU covers the anatomical and functional organization of the main sensory systems: vision, hearing, and somesthesia. It also deals with motor function and its central control at the spinal and supraspinal levels: brainstem, motor cortex, cerebellum, and basal ganglia.

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The objective of this course is to provide students with fundamental and in-depth knowledge and skills in the physiology of the endocrine system. By studying the morphological and functional organization of the endocrine system, students will gain an understanding of the multitude of hormonal systems (endocrine glands, hypothalamic-pituitary axis, reproductive system) and their essential roles in the performance of major physiological functions and homeostasis.

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The terms and conditions of this course unit are specifically tailored to the different L3 programs. However, the objectives are the same: to give students an overview of the professional world related to life sciences research.

Students will be offered a short internship in a laboratory/company or a supervised project with a tutor working in a laboratory or company associated with biology.

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