EU CHOICE 3

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.

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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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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.

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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.

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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.

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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 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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