CHOIX3

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- weather/climate differences

- atmospheric structure, radiation balance, greenhouse effect, wind circulation, depressions/anticyclones, tropical cyclones, tornadoes

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

- geographical 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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Understand the weather and know how to use climato for an ecologist / naturalist.

- climate measurement methods, bioclimate indices ;

- Practical work on computer: climatic data, modern archives (century), oscillations and trends;

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

- average climate vs. extreme events, their role and impact on biodiversity ;

- TP group work (restitution): regional themes, shared oral presentation ;

- past and future climate change, and their impact on biodiversity.

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

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Universities are often perceived as inaccessible places for large sections of society. As part of the UniverlaCité program, which aims to bring the university to life in disadvantaged neighborhoods, the students will be setting up scientific workshops for schoolchildren in disadvantaged areas. 

The EU will offer students the opportunity to :

1- share their own experiences and enhance the value of the knowledge they have acquired at the University, with a view to responding as effectively as possible to the needs of society.

2- Reveal and develop scientific communication skills through the design and production of teaching aids adapted to the target audience.

The course will take the form of tutorials and project follow-up (SPS) on pre-defined themes. The socio-cultural situation of sensitive urban areas will be addressed in the first class. This first TD will also serve to lay the foundations for the UE, present the UniverlaCité system in detail and give a broad overview of scientific mediation.

The following TDs will serve as sessions during which students, divided into groups, will have to propose activities to be set up. The constraints given to 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 classroom".

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The major human and animal health issues linked to global change, i.e. :

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

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In today's society, science is at the heart of many ethical, economic and societal issues. The aim of this course is to get 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 make students more aware of how to use scientific arguments in society, and to develop their critical faculties. In other words, it's an open-minded UE, enabling students to take a broader view while maintaining a scientific approach, in other words, "taking their heads off the handlebars".

- 7CM = 10.5h for History of Science, pan-historical and pan-geographical approach

- 4 CM = 6h to introduce the concepts of bioethics and the critical approach that will be needed for debates (controversy methodology, complexity, issues, arguments of authority).

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

- 2TD= 3h on cognitive biases, notions of epistemology, language traps, and notion of proof, major types of erroneous reasoning

- 4 sessions of 2TD= 4x3h= 12h of debates on themes at the heart of scientific and societal controversies: GMOs, Vaccination, Pharmacogenetics and genetic testing, Endocrine disruptors, Feeding the planet, Demographic challenge, Climate change, Transhumanism, Cloning and assisted reproduction, Animal experimentation, Neuroscience and marketing, Biological warfare, Nanotechnologies, ... Starting with a press article, students work in groups to produce a presentation (to be included in the assessment), the aim of which is to provide a historical context, present opposing points of view with arguments (ethical and scientific arguments), and then lead a debate. Each debate session (3h) will have a theme, and researchers or ECs will be invited to take part in the jury and propose a summary at the end.

Working in groups for the duration of the course, students will produce a bibliographical synthesis on a topic of their choice, with a well-constructed argument, illustrated with carefully chosen examples, placing the subject in the context of the history of science and bioethical considerations. The idea is not just to give the history of a subject, but on the contrary to insist on the links with the progression of scientific knowledge and the ethical questions raised.

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