Environmental and Biodiversity Management - Learning

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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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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