PROFESSIONAL LICENSE - ENVIRONMENTAL PROTECTION AND MANAGEMENT PROFESSIONS

Given the general context of an increase in the amount of naturalist and scientific data collected/available, and the growing need to collect, process, analyze and archive this data, this module provides learners with the training they need to tackle these issues with confidence.

Specific objectives will be to learn about and use the methods and tools needed to capture, verify, manage and analyze scientific and naturalist data. Acquire the vocabulary of statistics and master descriptive statistics. Acquire the knowledge and approach needed to take statistical aspects into account when implementing sampling protocols. This will be divided into 3 sequences as follows:

Sequence 1: Basics of data processing and descriptive statistics

Theoretical and practical knowledge of data entry, formatting, manipulation, control and visualization (spreadsheet/R). Descriptive statistics vocabulary (e.g. mean, median, variance), proficiency in descriptive statistics tools.

Sequence 2: Basics of inferential statistics

Inferential statistics (most commonly used hypothesis tests), power analysis (case studies).

Sequence 3: Tools and indices for describing diversity

Biodiversity indices (e.g. Shannon and Simpson diversity indices, species richness), tools used to study biodiversity (accumulation curves, clustering analyses [NJ, UPGMA]) - Case study using R software.

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Learn about the difficulties and constraints of certain taxonomic groups and identification methods & develop a personal approach to identification.

The course takes the form of 3 sequences. Each sequence is open to continuing education. The order of the sequences may be modified according to the availability of competent external speakers on the taxonomic groups.

For each taxonomic group, we'll cover: the group's phylogeny; general information on the group's morphology and ecology; classic monitoring and inventory methods applied to the group; a focus on species at stake in conservation; and lastly, identification concepts and a focus on a few difficult species pairs or complexes.

Sequence 1: Chiroptera

            use of determination software and automatic recorders

            2 sessions of 3 hours

Sequence 2: Mammals

            Focus on small mammals with determination of materials from trapping and raptor droppings, use of photographic traps, footprints and proofs.

            3 sessions of 3 hours

Sequence 3: Birds

            Visual determination from naturalized specimens, acoustic determination

            2 sessions of 3 hours

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This module groups together sequences spread over the whole semester, with the aim of providing students with the elements they need to enter the professional world. It includes activities offered to all students (initial training and sandwich courses), as well as courses for initial training students only (Site-Workshop activities). An equivalent module, MOP_Réalisation, is offered in the spring semester. Teaching takes the form of tutorials and field trips to meet institutional partners. It is based on face-to-face teaching and personal work to be submitted on the teaching space. It is divided into the following main activities:

Program

1/ Knowledge of the professional environment: which professional fields and sectors, which employers, which professions?

            Job market: industry, skills, players, NACE file)

            Job descriptions (ROME) and (professional) skills

2/ Application tools: skills assessment, professional know-how, cover letter writing, interview preparation and simulation

3/ Preparing to carry out a naturalistic study: this part prepares the work that will be carried out in the following semester, with visits to workshop sites and meetings with institutional partners. The aim of this work is also to learn about the institutional environment associated with the management of natural areas.

Workshop sites (lead teacher and partners):

- Garrigue de la Lauze (Errol Véla, Les Ecologistes de l'Euzière, Carrières du Biterrois)

- Etangs palavasiens (Benoit Nabholz, CEN Languedoc-Roussillon)

- Vallée de l'Arre (Eric Imbert, Communauté de Commune du Pays Viganais, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Parc des Grands Causses)

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This module completes the knowledge acquired in semester 1 in module COUNTING 1. It provides a deeper understanding of the tools for collecting and analyzing naturalist data. It also covers new data processing skills. This will be divided into 3 sequences as follows:

Sequence 1: Databases and processing

Structure, construction and use of databases, necessary for the management and analysis of naturalist data.

Sequence 2: Population monitoring

Tools for studying population dynamics (e.g. Capture-Marking-Recapture [CMR] method, Site Occupancy models).

Sequence 3: Using multivariate analyses

Introduction to multivariate analysis (e.g. Principal Component Analysis [PCA]), mainly applied to phytosociology and habitats.

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Teaching takes the form of 3 sequences.

Sequence 1: Preparing a naturalistic expertise on GIS

By the end of the sequence, learners will be able to display and convert the main types of GIS data and plan a field survey using handheld GPS units.

Different data types (vector/raster data), most common formats QGIS interface, using Qgis

Symbology for discrete and continuous variables (vector and raster)

Coordinate systems and conversion from one system to another

GPS data acquisition and map layout

-Layer creation and digitization

3 sessions of 3 hours

At the end of Sequence 1, learners will be asked to complete a cartographic exercise (to be used for assessment purposes). Students in initial training will carry out this work in groups using the workshop sites (estimated time: 3 hours of non-classroom time). Work-study students will do it as part of their professional activity.

Sequence 2: using and managing databases

Database design; interest, software...

database querying, SQL language

Table creation, basic SQL queries

2 sessions of 3 hours

Sequence 3: spatial data analysis

By the end of the sequence, learners will be able to perform simple queries and geoprocessing.

Calculation of QGIS fields, use of mathematical and geometric functions, calculation of surfaces and lengths.

Spatial queries and geoprocessing

Home ranges and habitat selection

2 sessions of 3 hours

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 workshop sites are a central part of the curriculum for students in initial training. Each group must work on a given workshop site and carry out a naturalistic study on that workshop site.

Workshop sites :

- Garrigue de la Lauze (Errol Véla, Les Ecologistes de l'Euzière, Carrières du Biterrois)

- Etangs palavasiens (Benoit Nabholz, partner CEN Languedoc-Roussillon)

- Vallée de l'Arre (Eric Imbert, Communauté de Commune du Pays Viganais, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Parc des Grands Causses)

The cost of the course includes the cost of student transport (12 AR for the semester).

Assessment based on a report and oral presentation

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This module corresponds to the period of immersion in the workplace. For apprentices, this refers to periods spent in their company, defined according to the work-study schedule. For students in initial training, this corresponds to the internship period, which lasts a minimum of 4 months (from mid-April to the end of August).

This immersion period will give rise to a report and an oral presentation, both of which will be assessed by the teaching team. The writing of the report and the preparation of the oral presentation must take place at the company. Questionnaires will be sent to company tutors to assess the quality of the work carried out by the students. These questionnaires will be taken into account in the final assessment.

The internship report will briefly outline the project and objectives of the internship, but the core of the report, as with the internship, will be the description of the study methods (sampling strategy or experimental design) with a presentation of the raw results. The presentation of the professional structure hosting the internship can be given as a preamble to the document. The discussion should focus on the tools and methods used to meet the objectives of the internship, assessing the limits and advantages of the tools and methods. The report should include a list of bibliographical references, including scientific articles. During the internship, students may also write a more comprehensive report for their host company.

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