PROFESSIONAL LICENSE - ENVIRONMENTAL PROTECTION AND MANAGEMENT PROFESSIONS

Given the general context of an increase in the amount of naturalistic and scientific data collected/available and a growing need to collect, process, analyze, and archive this data, this module offers learners training that equips them to tackle these issues with confidence.

The specific objectives will be to learn and use the methods and tools necessary for entering, verifying, managing, and analyzing scientific and naturalist data. Acquire statistical vocabulary and master descriptive statistics. Acquire the knowledge and approach necessary to take statistical aspects into account when implementing sampling protocols. This will be divided into three sequences as follows:

Sequence 1: Concepts in data processing and descriptive statistics

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

Sequence 2: Concepts in inferential statistics

Inferential statistics (most commonly used hypothesis tests), power analyses (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 it (accumulation curves, clustering analyses [NJ, UPGMA]) - Case study using R software.

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Understand the difficulties and constraints of certain taxonomic groups and identification methods, and develop a personal approach to identification.

The course is divided into three sections. Each section is open to continuing education. The order of the sections may be changed depending on the availability of external speakers with expertise in taxonomic groups.

For each taxonomic group, the following topics will be covered: the phylogeny of the group; general information on the morphology and ecology of the group; traditional monitoring and inventory methods applied to the group; a focus on species with conservation issues; and finally, 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 identification of material obtained from trapping and raptor pellets, use of camera traps, footprints, and droppings.

            3 sessions of 3 hours

Sequence 3: Birds

            Visual identification based on preserved specimens, acoustic identification

            2 sessions of 3 hours

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This module brings together sequences spread throughout the semester with the aim of providing students with the necessary skills to enter the workforce. It includes activities that are offered to all students (initial training and work-study programs) and courses exclusively for students in initial training (Sites-Ateliers activities). An equivalent module, MOP_Réalisation, is offered in the spring semester. The course takes the form of tutorials and field trips to meet institutional partners. It is based on face-to-face teaching and individual work to be submitted via the learning platform. It is divided into the following main activities:

Program

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

            Job market: sector, qualifications, stakeholders, NACE code)

            Job descriptions (ROME) and skills (professional)

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

3/ Preparation for conducting 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. This work also aims to provide knowledge of 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)

- Palavasiens ponds (Benoit Nabholz, CEN Languedoc-Roussillon)

- Arre Valley (Eric Imbert, Pays Viganais Community of Municipalities, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Grands Causses Regional Nature Park)

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This module complements the knowledge covered in Semester 1 in the COUNTING 1 module. It provides an in-depth understanding of the tools used to collect and analyze naturalist data. It also introduces new skills in data processing. This will be divided into three sequences as follows:

Sequence 1: Databases and processing

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

Sequence 2: Monitoring populations

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

Sequence 3: Using multivariate analyses

Presentation of multivariate analyses (e.g., Principal Component Analysis [PCA]), mainly applied in relation to phytosociology and habitats.

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The teaching is carried out in three sequences.

Sequence 1: Preparing a naturalist assessment using 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 study using handheld GPS devices.

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

Symbology on discrete and continuous variables (on vector and raster)

Coordinate systems and conversion from one system to another

GPS data acquisition and map layout

-Creation of layers and digitization

3 sessions of 3 hours

At the end of sequence 1, learners will be required to complete a mapping exercise (which will 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 this as part of their professional activities.

Sequence 2: Database use and management

Database design; interest, software, etc.

database query, SQL language

Creating tables, basic SQL queries

2 sessions of 3 hours

Sequence 3: Spatial data analysis

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

QGIS field calculations, use of mathematical and geometric functions, calculation of areas and lengths.

Spatial queries and geoprocessing

Vital areas and habitat selection

2 sessions of 3 hours

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

Workshop sites:

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

- Palavasiens ponds (Benoit Nabholz, CEN Languedoc-Roussillon partner)

- Arre Valley (Eric Imbert, Pays Viganais Community of Municipalities, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Grands Causses Regional Nature Park)

The cost of training must include coverage of students' transportation expenses (12 round trips per semester).

Evaluation based on a report and an oral presentation

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This module corresponds to the period of immersion in the professional environment. For apprentices, this refers to the periods spent in their company, defined according to the work-study schedule. For students in initial training, this corresponds to the internship period, which will last at least 4 months (between mid-April and the end of August).

This immersion period will result in a report and an oral presentation, both of which will be assessed by the teaching team. The report must be written and the oral presentation prepared at the company. Questionnaires will be sent to the company mentors to assess the quality of the work carried out by the learners. These questionnaires will be taken into account in the final assessment.

The internship report will briefly present the project in which the internship is taking place and its objectives, but the core of the report, as with the internship itself, will be the description of the study methods (sampling strategy or experimental design) with a presentation of the raw results. The presentation of the host organization's professional structure may be given in the preamble to the document. The discussion should focus on the tools and methods used to meet the internship objectives, evaluating the limitations and advantages of the tools and methods. The report should include a list of bibliographical references, including scientific articles. During the internship, the student may also write a more comprehensive report for internal use by the host organization.

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