MASTER'S DEGREE IN ENVIRONMENTAL MANAGEMENT

General linear models with one or more random explanatory variables: from translating the figure that answers the biological question to the statistical model, i.e., taking into account numerous effects and knowing how to interpret them.

General properties viewed through regression and one-factor ANOVA (R2, F, ddl, least squares, likelihood, diagnosis, validation, goodness of fit, interpretation of effect sizes); nested and crossed factor ANOVA, multiple regression (concept of parameters and effects, and interaction)

incorporation of the dependence of explanatory random variables, confounding effects (quantitative for multiple regression, and unbalanced designs for ANOVAs)

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This EU is conducted entirely in English. Its objective is twofold: 

1. Enable students to improve their oral expression and comprehension in English. 

2. Enable students to enrich their vocabulary in the area of ecology that interests them most (e.g., marine ecology, terrestrial ecology).  

TP: oral presentations by students, listening to videos in English with English subtitles, quizzes, games.   

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Generalized linear mixed models + methodology and experimental protocols to account for biological reality: non-normal distribution and pseudo-replication

Protocol optimization, power, and uncontrolled type I risk: variable transformation, polynomial regression, link function, likelihood, model selection

Deviance and goodness-of-fit analysis

Incorporation of blocks, repeated measurements over time, consideration of spatial and temporal correlation, over-dispersion

Graphical representation of predictions.

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The objective of this course unit is to provide the necessary statistical foundations for following the more advanced modules in the curriculum; it is therefore a general refresher course. Descriptive statistics are reviewed (quantiles, cumulative frequency polygons, sample estimators), simple tests are presented, essential graphs for univariate and multivariate data are presented, and the general principle of a statistical test, hypothesis testing, the concept of p-value, and Type I and Type II errors are presented. In practical work, students are also brought up to speed in the R environment.

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The M1 internship lasts a minimum of 4.5 months and a maximum of 6 months full-time (from mid-March to the end of August at the latest).
Students take a proactive approach to finding an internship.
The internship is validated by the academic tutor based on its suitability for the student's career plans.
Each student is supervised during the internship by an academic tutor.
It can take place in France or abroad.
The internship takes place in a professional organization and is covered, in principle, by an internship agreement issued by the UM.

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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.

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This teaching unit is entirely based on practical work focused on the creation and management of web pages and the knowledge, use, and animation of social networks in scientific communication.

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Teaching unit aimed at linking theoretical ecology, its operational implementation, and territorial issues as seen by societal actors. Built on a format combining theoretical courses covering the elements necessary for understanding field issues (ecosystem dynamics, anthropization, socio-ecosystem resilience, in situ conservation, etc.), this teaching unit includes several field blocks (each consisting of a preparatory tutorial/practical and an "active" field trip). The territories visited will provide an opportunity to meet members of society (managers, elected officials, associations, shepherds, etc.) whose position allows us to understand how ecological issues govern their actions and how, in turn, their actions impact biodiversity, its dynamics, and its distribution.

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-Definition of the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.

-Description of partners (administrations, professional fishing organizations, etc.) and how they operate

-Discovery and use of project management and planning tools

-Practical application to a real-life case.

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The EU's general introduction lays the conceptual foundations for ecological rehabilitation and restoration and the resilience of ecosystems and aquatic environments.
The concepts of ecological and hydrological continuity, river morphology, and hydrogeomorphology are explained and illustrated.
A field trip provides an opportunity to analyze the issues, formulate hypotheses about how things work, and assess impacts.
The EU's practical work is preferably directly linked to the field.
The main tools and know-how for species reintroduction are presented and accompanied by illustrative practical work:
- Animal model practical work: reintroduction of a vulture population
- Plant model practical work: transplantation.
- Riparian forest practical work: and the concept of green corridors
The main impacts of soil sealing and interventions in aquatic environments (maintenance and development) and methods for assessing these impacts, accompanied by illustrative practical work:
- Practical work on water law: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical work: analysis of historical and current hydraulic continuity.
Finally, the EU invites learners to compare ecological and hydrological continuity and to discuss ways of optimizing restoration.

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This module presents table management and the link between multivariate and univariate analysis: matrix manipulation and common operations; the concepts of projection and distance; translation of descriptive and univariate statistics using multiple regression/ACP/AFD as examples; indices of (dis)similarity, distance; correlation.

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This teaching unit is entirely based on practical work in the fields of computer graphics (designing and producing diagrams using vector drawing software) and layout (designing and producing a poster, article, or booklet using desktop publishing software).

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General linear models with one or more random explanatory variables: from translating the figure that answers the biological question to the statistical model, i.e., taking into account numerous effects and knowing how to interpret them.

General properties viewed through regression and one-factor ANOVA (R2, F, ddl, least squares, likelihood, diagnosis, validation, goodness of fit, interpretation of effect sizes); nested and crossed factor ANOVA, multiple regression (concept of parameters and effects, and interaction)

incorporation of the dependence of explanatory random variables, confounding effects (quantitative for multiple regression, and unbalanced designs for ANOVAs)

See the full page

See the full page

See the full page

See the full page

See the full page

See the full page

See the full page

This EU is conducted entirely in English. Its objective is twofold: 

1. Enable students to improve their oral expression and comprehension in English. 

2. Enable students to enrich their vocabulary in the area of ecology that interests them most (e.g., marine ecology, terrestrial ecology).  

TP: oral presentations by students, listening to videos in English with English subtitles, quizzes, games.   

See the full page

See the full page

Generalized linear mixed models + methodology and experimental protocols to account for biological reality: non-normal distribution and pseudo-replication

Protocol optimization, power, and uncontrolled type I risk: variable transformation, polynomial regression, link function, likelihood, model selection

Deviance and goodness-of-fit analysis

Incorporation of blocks, repeated measurements over time, consideration of spatial and temporal correlation, over-dispersion

Graphical representation of predictions.

See the full page

The objective of this course unit is to provide the necessary statistical foundations for following the more advanced modules in the curriculum; it is therefore a general refresher course. Descriptive statistics are reviewed (quantiles, cumulative frequency polygons, sample estimators), simple tests are presented, essential graphs for univariate and multivariate data are presented, and the general principle of a statistical test, hypothesis testing, the concept of p-value, and Type I and Type II errors are presented. In practical work, students are also brought up to speed in the R environment.

See the full page

See the full page

See the full page

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.

See the full page

See the full page

This teaching unit is entirely based on practical work focused on the creation and management of web pages and the knowledge, use, and animation of social networks in scientific communication.

See the full page

Teaching unit aimed at linking theoretical ecology, its operational implementation, and territorial issues as seen by societal actors. Built on a format combining theoretical courses covering the elements necessary for understanding field issues (ecosystem dynamics, anthropization, socio-ecosystem resilience, in situ conservation, etc.), this teaching unit includes several field blocks (each consisting of a preparatory tutorial/practical and an "active" field trip). The territories visited will provide an opportunity to meet members of society (managers, elected officials, associations, shepherds, etc.) whose position allows us to understand how ecological issues govern their actions and how, in turn, their actions impact biodiversity, its dynamics, and its distribution.

See the full page

See the full page

-Definition of the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.

-Description of partners (administrations, professional fishing organizations, etc.) and how they operate

-Discovery and use of project management and planning tools

-Practical application to a real-life case.

See the full page

See the full page

See the full page

See the full page

The EU's general introduction lays the conceptual foundations for ecological rehabilitation and restoration and the resilience of ecosystems and aquatic environments.
The concepts of ecological and hydrological continuity, river morphology, and hydrogeomorphology are explained and illustrated.
A field trip provides an opportunity to analyze the issues, formulate hypotheses about how things work, and assess impacts.
The EU's practical work is preferably directly linked to the field.
The main tools and know-how for species reintroduction are presented and accompanied by illustrative practical work:
- Animal model practical work: reintroduction of a vulture population
- Plant model practical work: transplantation.
- Riparian forest practical work: and the concept of green corridors
The main impacts of soil sealing and interventions in aquatic environments (maintenance and development) and methods for assessing these impacts, accompanied by illustrative practical work:
- Practical work on water law: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical work: analysis of historical and current hydraulic continuity.
Finally, the EU invites learners to compare ecological and hydrological continuity and to discuss ways of optimizing restoration.

See the full page

This module presents table management and the link between multivariate and univariate analysis: matrix manipulation and common operations; the concepts of projection and distance; translation of descriptive and univariate statistics using multiple regression/ACP/AFD as examples; indices of (dis)similarity, distance; correlation.

See the full page

This teaching unit is entirely based on practical work in the fields of computer graphics (designing and producing diagrams using vector drawing software) and layout (designing and producing a poster, article, or booklet using desktop publishing software).

See the full page

This EU begins during the back-to-school seminar (integration).

During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the biodiversity festival (Festi'Versité) and the national biodiversity fair (SNB). Since 2008, these events have brought together all the players in the professional ecology sector in France, enabling them to get to know each other and raise awareness of their work.

In conjunction with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the professional organizing body, students assist in the management of both events, occupying various positions according to their motivations, interests, and abilities (experience, skills, training offered) alongside volunteers from other programs (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fundraising, eco-responsibility, etc. Positions are offered through job descriptions to which students apply during the master's integration seminar.

Supported by an ad hoc structure (currently being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events involve the assistance of students from the Master's program in Environmental Management at the Faculty of Sciences of the University of Montpellier as part of their studies and through their student associations.

- Festi’Versité, the biodiversity festival. It raises awareness and educates the general public about environmental issues through activities, shows, games, conferences, screenings, and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.

- The National Biodiversity Fair. Serving as a forum for careers and training, a scientific and technical conference, and a professional networking event, it includes conferences and round tables, scientific and technical presentations, and professional recruitment and exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

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"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

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The courses present four aspects of conservation biology based on current scientific research in this discipline:  

1. Introduction to biodiversity conservation(BC): definition of conservation biology. Why conserve biodiversity? Who are the main players in BC and what role does science play in BC? 
2. Species conservation: Which species are priorities? How can species be conserved? How can we tell if a species is "well conserved"? 
3. Conserving spaces: Which spaces are priorities? How can spaces be conserved? 
4. Does conservation work?The importance of social acceptability and political commitment. The need for biodiversity indicators and measuring the impact of conservation. 

Students also carry out group work in which they present a BC project, focusing on the following questions: why, what, where, how, how much does it cost, and how can we know if it is effective? 

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River engineering, River morphology, Hydraulic modeling, Flows, Hydraulic structures and developments, Flooding, Impacts and compensation
Discipline: Open channel hydraulics

This course unit offers students the opportunity to acquire solid skills in hydraulic modeling. Students learn the equations of free surface hydraulics in steady and unsteady states. They learn how to translate field studies into hydraulic models by taking topographic and hydrometric measurements, observing hydraulic indicators (flood marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses about how watercourses function.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and implement specific structures (fish passes, side spillways, weirs, dikes, dams, etc.) in their modeling. The impacts of developments, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is carried out on the same concrete case, from the field phase to the presentation of the impacts of the developments, including modeling. The work is done in groups.

A field trip allows learners to analyze a site and conceptualize it in a topographical and hydraulic model. Hypotheses about how it works in situ are put forward and will be compared with the models and results.

Finally, the EU offers learners an analysis based on a real-life case study of a watercourse development or intervention, including an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.

See the full page

Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

See the full page

Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

See the full page

Aquatic Environment Management and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real-life case study in the field, falling within the remit of GEMAPI. Stakeholders and managers will be met in the field to assess the challenges and complexity of the territory. Groups of students will work on a concrete project to bring together aquatic environment management and flood prevention in a way that respects ecology, the environment, and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land use planning, etc.).

The study is conducted on the same specific case, from the field phase to the presentation of the impacts of the developments, including modeling, analysis, and collaborative management. The work is done in groups.

See the full page

This course unit aims to provide knowledge of law and governance in relation to land use planning, the consideration of biodiversity in environmental law, and the emergence of management approaches based on ontologies of society's relationship with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and in local authorities.

See the full page

This EU is based on the same educational project as the EU "Salon de l'écologie-1" (Ecology Fair-1): the organization of and participation in two events, "Festi'Versité" and "Salon National de l'Ecologie" (National Ecology Fair (see "Ecology Fair-1" sheet).

The unique feature of the "Salon de l'écologie-2" EU lies in the roles and involvement of students in their mission to assist with the project management and organization of the two events. In this EU, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, conference manager, and forum manager. They will coordinate the highlights of the events, the actions of the various teams, and the work of the students and volunteers involved in the implementation through the "Ecology Fair 1" course unit.

See the full page

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The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

See the full page

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The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

See the full page

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Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

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The aim of this course is to introduce students to:
1. the functioning of communication departments in different types of organizations involved in scientific research and culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for developing a communication strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations and on tutorials in which students will analyze and design communication strategies and plans and write press kits based on real projects submitted by communication department representatives.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

See the full page

See the full page

"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

See the full page

See the full page

The courses present four aspects of conservation biology based on current scientific research in this discipline:  

1. Introduction to biodiversity conservation(BC): definition of conservation biology. Why conserve biodiversity? Who are the main players in BC and what role does science play in BC? 
2. Species conservation: Which species are priorities? How can species be conserved? How can we tell if a species is "well conserved"? 
3. Conserving spaces: Which spaces are priorities? How can spaces be conserved? 
4. Does conservation work?The importance of social acceptability and political commitment. The need for biodiversity indicators and measuring the impact of conservation. 

Students also carry out group work in which they present a BC project, focusing on the following questions: why, what, where, how, how much does it cost, and how can we know if it is effective? 

See the full page

River engineering, River morphology, Hydraulic modeling, Flows, Hydraulic structures and developments, Flooding, Impacts and compensation
Discipline: Open channel hydraulics

This course unit offers students the opportunity to acquire solid skills in hydraulic modeling. Students learn the equations of free surface hydraulics in steady and unsteady states. They learn how to translate field studies into hydraulic models by taking topographic and hydrometric measurements, observing hydraulic indicators (flood marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses about how watercourses function.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and implement specific structures (fish passes, side spillways, weirs, dikes, dams, etc.) in their modeling. The impacts of developments, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is carried out on the same concrete case, from the field phase to the presentation of the impacts of the developments, including modeling. The work is done in groups.

A field trip allows learners to analyze a site and conceptualize it in a topographical and hydraulic model. Hypotheses about how it works in situ are put forward and will be compared with the models and results.

Finally, the EU offers learners an analysis based on a real-life case study of a watercourse development or intervention, including an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.

See the full page

Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

See the full page

Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

See the full page

Aquatic Environment Management and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real-life case study in the field, falling within the remit of GEMAPI. Stakeholders and managers will be met in the field to assess the challenges and complexity of the territory. Groups of students will work on a concrete project to bring together aquatic environment management and flood prevention in a way that respects ecology, the environment, and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land use planning, etc.).

The study is conducted on the same specific case, from the field phase to the presentation of the impacts of the developments, including modeling, analysis, and collaborative management. The work is done in groups.

See the full page

This course unit aims to provide knowledge of law and governance in relation to land use planning, the consideration of biodiversity in environmental law, and the emergence of management approaches based on ontologies of society's relationship with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and in local authorities.

See the full page

This EU is based on the same educational project as the EU "Salon de l'écologie-1" (Ecology Fair-1): the organization of and participation in two events, "Festi'Versité" and "Salon National de l'Ecologie" (National Ecology Fair (see "Ecology Fair-1" sheet).

The unique feature of the "Salon de l'écologie-2" EU lies in the roles and involvement of students in their mission to assist with the project management and organization of the two events. In this EU, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, conference manager, and forum manager. They will coordinate the highlights of the events, the actions of the various teams, and the work of the students and volunteers involved in the implementation through the "Ecology Fair 1" course unit.

See the full page

See the full page

The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

See the full page

See the full page

The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

See the full page

See the full page

See the full page

Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

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The aim of this course is to introduce students to:
1. the functioning of communication departments in different types of organizations involved in scientific research and culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for developing a communication strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations and on tutorials in which students will analyze and design communication strategies and plans and write press kits based on real projects submitted by communication department representatives.

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This EU is conducted entirely in English. Its objective is twofold: 

1. Enable students to improve their oral expression and comprehension in English. 

2. Enable students to enrich their vocabulary in the area of ecology that interests them most (e.g., marine ecology, terrestrial ecology).  

TP: oral presentations by students, listening to videos in English with English subtitles, quizzes, games.   

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Innovation is the culmination of scientific research, but it is also essential for the survival and/or development of most companies and associations, and therefore of all human organizations. Innovation is also a very important driver of economic development in regions, where it is often linked to the circular economy or the social economy. 

Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly sought after in all employees, regardless of their status and role in their organization (in short, from workers to CEOs, including technicians, engineers, and even researchers!). It is as much about instilling a professional culture of innovation as it is about teaching the basic methodological and technical principles. This educational teaching is based on project-based learning and uses seminars (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world to allow for better concentration. The pedagogical principle is to bring together several skills (in our case, those from four GE master's degree programs and two Energy master's degree programs) in the same space and time to work in groups on an environmental and local issue. Conferences, meetings, visits, reflection, and work will alternate to allow students to submit a written response and give an oral presentation at the end of the week. The best projects will be presented orally to a jury of professionals and defended by the students. 

Open to all GE majors in M2 (except the GeIBioTe track) in FI and APP and to the Master's in Energy.

With the exception of the Aquadura course, for which this EU takes place over the semester, Cogithon takes the form of a six-day seminar. The seminar begins with a theoretical component (on the first day) and then continues in the form of workshops in which students are organized into project teams. The teams compete to present a project as part of a call for tenders that changes each year and is developed in partnership with local stakeholders. The call for tenders is based on the work of the Aquadura course and their November presentations. 

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This EU begins during the back-to-school seminar (integration).

During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the biodiversity festival (Festi'Versité) and the national biodiversity fair (SNB). Since 2008, these events have brought together all the players in the professional ecology sector in France, enabling them to get to know each other and raise awareness of their work.

In conjunction with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the professional organizing body, students assist in the management of both events, occupying various positions according to their motivations, interests, and abilities (experience, skills, training offered) alongside volunteers from other programs (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fundraising, eco-responsibility, etc. Positions are offered through job descriptions to which students apply during the master's integration seminar.

Supported by an ad hoc structure (currently being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events involve the assistance of students from the Master's program in Environmental Management at the Faculty of Sciences of the University of Montpellier as part of their studies and through their student associations.

- Festi’Versité, the biodiversity festival. It raises awareness and educates the general public about environmental issues through activities, shows, games, conferences, screenings, and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.

- The National Biodiversity Fair. Serving as a forum for careers and training, a scientific and technical conference, and a professional networking event, it includes conferences and round tables, scientific and technical presentations, and professional recruitment and exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.

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This course presents the various steps involved in creating and developing an aquarium. From sizing to construction, species selection, and associated scenography. It also covers the legislation governing the production and trade of live aquatic organisms and explains the investment and communication strategies that an establishment such as an aquarium must implement in order to renew itself and maintain a consistent number of visitors.

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During this course, students will put into practice the skills acquired in the "project management" course on a concrete case study, a project to be carried out in groups of 3 to 5 students on behalf of a professional organization (private or public companies, cooperatives, liberal professions, associations, public institutions (universities and research organizations in particular), local authorities, etc.).

The project runs over a period of four months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).

The project should enable students to showcase their knowledge and skills outside the university setting by responding to the specific needs of a professional organization. This project prepares students to respond to a specific need and act as engineering and design service providers in anticipation of their upcoming professional commitments, i.e., their end-of-study internship and first job. The experience is enriching, valuable on a resume, and sometimes leads to an internship or even a job.

The proposed projects are diverse and varied: scientific and regulatory monitoring, state-of-the-art reviews, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support during the preparation phase for responding to calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and production of educational and/or instructional activities, design of communication documents, assistance with event organization, etc.

How it works: EU managers and each course manager research and propose topics that will be open to all students across all courses (mixed groups are possible if the topic and profiles are suitable). Students apply, and the EU manager selects the applications and proposes a group structure, which is quickly approved by the EU manager. Program managers propose one or more academic tutors for each proposed project.

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The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

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Training provided by UMR MARBEC at its site in Sète, France. This module explores the current context of fishing and global climate change on the dynamics of marine ecosystems. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, methods of assessment, and modeling of marine resource dynamics.

EU summary content:

Interactions between resources and fishing. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.

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The proposed module will include a presentation of the main fish farming systems used in Mediterranean and tropical environments, with their main biotechnical and socioeconomic characteristics, as well as the corresponding supply chains and visits to production sites. It will focus on a presentation of the biological principles of aquaculture as applied to Mediterranean and tropical species and environments.

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Project management is an essential skill for professionals with a master's degree. This course unit aims to enable you to design and manage a project. We will look at the different phases of a project, its financing (diversification of sources and budget), work, time and resource planning, teamwork (meetings, conflicts, reporting) and risk management. The course will be taught via a six-week MOOC on "project management" (core curriculum, or traditional program—20 hours of training: core curriculum (four weeks) + at least two specialization modules) between late September and early November, supplemented by various tutorials.

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"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

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The EU aims to provide knowledge, without a legal angle, of coastal areas included in the "public maritime domain" and other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, and rules for developing these areas. The whole subject draws on the fields of maritime law, coastal law, urban planning, and environmental law at sea.

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Introduction to quality management: challenges and principles, process approach, stakeholders, measurement and improvement systems. The regulatory context and ISO9001: certification, accreditation, labeling. Quality and continuous improvement tools and methods: activity description, problem solving, performance analysis and improvement. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.

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Innovation is the culmination of scientific research, but it is also essential for the survival and/or development of most companies and associations, and therefore of all human organizations. Innovation is also a very important driver of economic development in regions, where it is often linked to the circular economy or the social economy. 

Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly sought after in all employees, regardless of their status and role in their organization (in short, from workers to CEOs, including technicians, engineers, and even researchers!). It is as much about instilling a professional culture of innovation as it is about teaching the basic methodological and technical principles. This educational teaching is based on project-based learning and uses seminars (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world to allow for better concentration. The pedagogical principle is to bring together several skills (in our case, those from four GE master's degree programs and two Energy master's degree programs) in the same space and time to work in groups on an environmental and local issue. Conferences, meetings, visits, reflection, and work will alternate to allow students to submit a written response and give an oral presentation at the end of the week. The best projects will be presented orally to a jury of professionals and defended by the students. 

Open to all GE majors in M2 (except the GeIBioTe track) in FI and APP and to the Master's in Energy.

With the exception of the Aquadura course, for which this EU takes place over the semester, Cogithon takes the form of a six-day seminar. The seminar begins with a theoretical component (on the first day) and then continues in the form of workshops in which students are organized into project teams. The teams compete to present a project as part of a call for tenders that changes each year and is developed in partnership with local stakeholders. The call for tenders is based on the work of the Aquadura course and their November presentations. 

See the full page

See the full page

This EU begins during the back-to-school seminar (integration).

During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the biodiversity festival (Festi'Versité) and the national biodiversity fair (SNB). Since 2008, these events have brought together all the players in the professional ecology sector in France, enabling them to get to know each other and raise awareness of their work.

In conjunction with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the professional organizing body, students assist in the management of both events, occupying various positions according to their motivations, interests, and abilities (experience, skills, training offered) alongside volunteers from other programs (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fundraising, eco-responsibility, etc. Positions are offered through job descriptions to which students apply during the master's integration seminar.

Supported by an ad hoc structure (currently being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events involve the assistance of students from the Master's program in Environmental Management at the Faculty of Sciences of the University of Montpellier as part of their studies and through their student associations.

- Festi’Versité, the biodiversity festival. It raises awareness and educates the general public about environmental issues through activities, shows, games, conferences, screenings, and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.

- The National Biodiversity Fair. Serving as a forum for careers and training, a scientific and technical conference, and a professional networking event, it includes conferences and round tables, scientific and technical presentations, and professional recruitment and exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.

See the full page

During this course, students will put into practice the skills acquired in the "project management" course on a concrete case study, a project to be carried out in groups of 3 to 5 students on behalf of a professional organization (private or public companies, cooperatives, liberal professions, associations, public institutions (universities and research organizations in particular), local authorities, etc.).

The project runs over a period of four months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).

The project should enable students to showcase their knowledge and skills outside the university setting by responding to the specific needs of a professional organization. This project prepares students to respond to a specific need and act as engineering and design service providers in anticipation of their upcoming professional commitments, i.e., their end-of-study internship and first job. The experience is enriching, valuable on a resume, and sometimes leads to an internship or even a job.

The proposed projects are diverse and varied: scientific and regulatory monitoring, state-of-the-art reviews, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support during the preparation phase for responding to calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and production of educational and/or instructional activities, design of communication documents, assistance with event organization, etc.

How it works: EU managers and each course manager research and propose topics that will be open to all students across all courses (mixed groups are possible if the topic and profiles are suitable). Students apply, and the EU manager selects the applications and proposes a group structure, which is quickly approved by the EU manager. Program managers propose one or more academic tutors for each proposed project.

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The courses present four aspects of conservation biology based on current scientific research in this discipline:  

1. Introduction to biodiversity conservation(BC): definition of conservation biology. Why conserve biodiversity? Who are the main players in BC and what role does science play in BC? 
2. Species conservation: Which species are priorities? How can species be conserved? How can we tell if a species is "well conserved"? 
3. Conserving spaces: Which spaces are priorities? How can spaces be conserved? 
4. Does conservation work?The importance of social acceptability and political commitment. The need for biodiversity indicators and measuring the impact of conservation. 

Students also carry out group work in which they present a BC project, focusing on the following questions: why, what, where, how, how much does it cost, and how can we know if it is effective? 

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

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"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

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1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chain Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

6. Compare scientific hypotheses with model selection (WAIC).

7. Heterogeneity and multilevel models (also known as mixed models). 

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Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

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Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

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1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global changes), and transmit knowledge about their relationships with nature.

For a long time, these disciplines focused more specifically on the interrelationships between so-called "traditional" societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans" and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

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The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

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The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

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Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

See the full page

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"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

See the full page

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1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chain Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

6. Compare scientific hypotheses with model selection (WAIC).

7. Heterogeneity and multilevel models (also known as mixed models). 

See the full page

Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

See the full page

See the full page

Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

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1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global changes), and transmit knowledge about their relationships with nature.

For a long time, these disciplines focused more specifically on the interrelationships between so-called "traditional" societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans" and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

See the full page

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The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

See the full page

See the full page

The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

See the full page

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Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

See the full page

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See the full page

The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

See the full page

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"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

See the full page

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1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chain Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

6. Compare scientific hypotheses with model selection (WAIC).

7. Heterogeneity and multilevel models (also known as mixed models). 

See the full page

Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

See the full page

See the full page

Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

See the full page

1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global changes), and transmit knowledge about their relationships with nature.

For a long time, these disciplines focused more specifically on the interrelationships between so-called "traditional" societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans" and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

See the full page

See the full page

The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

See the full page

See the full page

The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

See the full page

See the full page

See the full page

Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

See the full page

See the full page

See the full page

See the full page

The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

See the full page

See the full page

See the full page

"The content of this course unit consists of three main parts: I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III - Coastal and maritime law; uses, conflicts, and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world's population). Particular attention will be paid to human uses (e.g., aquaculture) and their territorial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

See the full page

See the full page

1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chain Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

6. Compare scientific hypotheses with model selection (WAIC).

7. Heterogeneity and multilevel models (also known as mixed models). 

See the full page

Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

See the full page

See the full page

Behavioral ecology approaches the study of behavior from an evolutionary perspective in order to examine its mechanisms, function, and contribution to evolutionary and ecological processes. Research conducted in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, as all animals, from single-celled organisms to the most complex vertebrates, exhibit behavior.

The module exposes students to various basic concepts and the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions about the research approaches that can be used, the tools employed, and the limits of the inferences that can be made. Students will be asked to participate actively at these different levels, particularly through critical discussions of articles.

The topics covered range from exploring food supply strategies, partner selection, habitat choice, and investment in reproduction, to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also according to the sensitivity of the speakers and the topics covered (meaning and relationships between 'Animal Behavior', 'Ethology', Behavioral Ecology, etc.).

See the full page

1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global changes), and transmit knowledge about their relationships with nature.

For a long time, these disciplines focused more specifically on the interrelationships between so-called "traditional" societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans" and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

See the full page

See the full page

The module covers topics related to identifying, quantifying, and modeling interactions between climate, marine species, and their exploitation.

See the full page

See the full page

The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

See the full page