M2 - Paleontology (PAL)

"This UE will take the form of a series of a dozen lectures/seminars on current research themes in vertebrate paleontology and evolutionary biology; biodiversity and paleobiodiversity of continental ecosystems (animal); topographical and climatic barriers vs. dispersal and vicariance; community structuring, trophic chains through time and paleoguilds; role of Geodynamics and contingency (crises). The main objective is to acquire a good knowledge of current research themes/axes in the paleontological/evolutionary community".

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Wherever possible, this UE will take the form of a one-week on-site internship (with accommodation). Placements may change from one year to the next, depending on discoveries and/or partnership proposals (public/private). This internship can therefore take different directions, with a "prospecting" approach and therefore an itinerant field or a more "excavation site" approach and therefore fixed. In all cases, the different objectives listed below will be addressed to perfect this week in the field, so that the different techniques are mastered as well as possible.

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In this course, we'll look at the main theoretical concepts of evolutionary processes through the fossil record. The aim is to reconcile microevolutionary mechanisms with macroevolution. Concepts covered include: species and intraspecific variability, speciation and evolutionary rhythms, adaptive radiation (ecological speciation) in the fossil record, targeted extinctions (migrant-autochthonous competition) or mass extinctions (major biological crises), evolutionary modalities (anagenesis and saltationism) observed in the fossil record, and a comprehensive review of microevolutionary mechanisms.

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The aim of this course is to help students build their career plans and find internships, while beginning to prepare for their integration into professional life through a comprehensive and personal vision of possible career paths.

In concrete terms, a series of meetings with various participants introduces the doctoral thesis (presentation of the GAIA doctoral school, presentations by thesis students) and the professional environment targeted by the different career paths (research careers and the non-academic sector). Activities specific to each pathway then enable students to better target the scientific fields most closely aligned with their career plans. Finally, TD sessions are designed to prepare students to write scientific articles in English.

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This course provides the tools needed to analyze paleontological data.

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"The aim is to analyze the phylogenetic, developmental and functional constraints likely to have governed the morphological changes perceptible in the fossil record. The phylogenetic approach will be approached using reconstruction methods applicable to fossils (parsimony; cladistic analysis). Developmental and functional approaches (mainly odontology) will be illustrated by different methodologies developed on the Montpellier campus (notably X-ray microtomography). The critical review of reference articles in the field in question will give rise to an oral presentation followed by questions."

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Evo-devo is an evolutionary approach to developmental genetics. This discipline seeks to shed light on the changes in developmental mechanisms that explain current and past morphological diversity, and thus opens up an important bridge between biology and paleontology.

In the course of the module, we will use articles to discuss a number of evolutionary issues relevant to Evo-Devo approaches: the question of homology, the establishment and evolution of repeated structures, the genetic bases of development and the links between genome evolution and the evolution of form. We will illustrate these concepts using examples from metazoans and the green lineage, and apply them to the scale of today's major groups and populations.

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Phylogeny is a quest for evolutionary clues. The aim of this module is to recall the existence of gene phylogenies within species phylogenies, the ways in which evolutionary histories can be represented in tree form, and the challenge of positional molecular homology through sequence alignment. The principles of phylogenetic inference methods are at the heart of this course. Distance methods highlight the difficulties of separating homology and homoplasy, and the need to build models of character evolution. The maximum parsimony cladistic approach illustrates the use of bootstrapping to estimate the strength of phylogeny nodes, and the impact of taxonomic sampling in detecting multiple substitutions.

Probabilistic approaches are presented and explored in greater depth. The attraction artifact of long branches leads to an introduction to probabilistic reasoning. The maximum likelihood method is used to calculate likelihood, to estimate model parameters by optimality, to construct different character evolution models, and to compare models. Bayesian inference introduces the distinction between density-based and optimality-based approaches. It then shows the a priori use of probability densities, the data-driven estimation of a posteriori distributions of model parameters, their approximation by Markov chains with Monte Carlo techniques and Metropolis coupling (MCMCMC), the ignition and convergence phases, and the calculation and interpretation of tree and clade posterior probabilities. The importance of DNA, RNA and protein sequence evolution models and their improvement is emphasized.

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The aim of this course is to help students finalize their professional projects and prepare for the post-master's period.

The UE is organized on a pathway-wide basis, with regular discussion sessions between the teaching team and students.

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The individual M2 internship lasts approximately 5 to 6 months, and must be carried out in a research laboratory or a non-academic structure, depending on the course. It enables students to gain in-depth professional experience in the field of biodiversity, evolution or ecology. It can be carried out in a local, national or international structure, on a subject validated by the teaching team to fit in with the objectives of the course followed by the student.

Evaluation: The internship is evaluated at a public presentation before a jury, during which the content of the thesis and the quality of the answers to the jury's questions are assessed. The student's behavior and dynamism during the internship are evaluated by the internship supervisor.

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