Applied research to conserve biodiversity RAINET - Learning

The courses present 4 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 actors in CB and the role of science in CB. 
2. Species conservation: What are the priority species? How to conserve species? How do you know if a species is "well conserved"? 
3. Conservation of spaces: What are the priority spaces? How to conserve spaces? 
4. Does conservation work?Importance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation. 

Students also carry out group work in which they present a SA project, around the questions: why, what, where, how, how much does it cost and how do we know if it is effective? 

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Apprentices are employees engaged in tasks and activities that fall within the scope of research officer or engineer, project manager, etc. They are in an apprenticeship situation but are directly productive by contributing to intellectual work and services for the most part. They are in an apprenticeship situation but are directly productive by contributing to intellectual work and services for the most part.

For RAINET apprentices, the objective of this course is to help students formalise a research project in the form of a doctoral thesis topic in line with their experience, skills and aspirations.

The apprentice's work is individual under the dual supervision of his or her apprenticeship supervisor and pedagogical tutor. Together, they jointly develop a doctoral thesis project (36 months) which will serve as a basis for seeking funding (doctoral school competition or other) with the aim of starting the doctoral thesis at the beginning of the next academic year. The apprentice must propose a scientific problem, write a state of the art, identify scientific questions and propose the means (methods, materials, financing, human resources) to answer them as well as the organisation (supervision, possible collaborations, planning, budget). This project may be separate from or integrated into the mission and activities of the apprentice.

The apprentice's work on this project will represent an effective duration of 4 to 5 full-time weeks, of which at least two will be integrated into the apprenticeship period in the company. The project will be the subject of a specific report at the end of the academic year.

For the other courses, the aim is to maintain and apply a professional approach based on their scientific culture and skills acquired at the University. In particular, it is a question of applying the scientific approach to that of the engineer in a work situation, i.e. in the context of his mission and professional activities.

The apprentice's work is individual under the dual supervision of his or her apprenticeship supervisor and educational tutor. Together, they co-develop the scientific and technical study project to be carried out over the entire academic year (September -> August). The apprentice must propose, draw up and carry out a specific study, separate from but integrated into his or her mission and activities as an apprentice, contributing to applied research, innovation and development (= "R&D") in his or her "company" (private or public companies, cooperative societies, liberal professions, associations, public establishments (universities and research bodies in particular), local authorities, etc.). This may involve an analysis of scientific bibliographies, an improvement of methods or techniques, an analysis of the feasibility of services, a prospective study of activities, etc.

The apprentice's work devoted to this project will represent an effective duration of 4 to 5 full-time weeks, at least two of which will be integrated into the apprenticeship period in the company. The scientific and technical study project will be the subject of a specific report at the end of the academic year.

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The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man 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, human welfare 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 course is to help future ecological professionals to find compromises between urban development and respect for nature. Through courses given by various professionals and a field trip to Montpellier, the student will discover where (associations, research departments, communities, etc.), with whom and how an ecologist can act in urban ecology.

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"The content of this course is composed of 3 main parts I - Physical characterisation and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Law of the coast and the sea; 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 approached through courses on their geomorphology and hydrology with a particular interest in the hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe the fluxes of carbon and nutrients through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as a living environment for the species they support and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, and in particular the evaluation 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 feedback from concrete experiences. Finally, the implications of the law of the sea for the management of the coastal zone 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 chains Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

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

7. Heterogeneity and multilevel models (aka mixed models. 

See full page

Sustainable development, ERC sequence, green, blue, turquoise grid.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programmes. The Avoid, Reduce, Compensate sequence, its challenges, the actors involved, will be presented, discussed and illustrated. The green and blue grids and their interface with the turquoise grid will be analysed as tools for improving the preservation of biodiversity in land management and development operations.
The learners will have to step back from the methods and know-how used to apply this ERC sequence in different areas, linked to plans, developments and programmes with impacts on the environment

A field trip is an opportunity to meet the actors, the ERC actions deployed, to draw a diagnosis 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 real critical analysis of know-how and the production of innovative and inclusive solutions.

See full page

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Behavioural Ecology approaches the study of behaviour from an evolutionary perspective to study the mechanisms, function and contribution of behaviour to evolutionary and ecological processes. The work carried out in Behavioural Ecology helps to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrates, show behaviour.

The module allows students to be exposed to the different basic concepts, as well as to the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of tools from modelling, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions on the research approaches that can be used, the tools used and the limits of the inferences that can be made. Active participation of the students will be required at these different levels, notably through critical discussions of articles.

The themes covered range from the exploration of food procurement strategies, mate choice, habitat choice, 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 sensibilities of the speakers and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).

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

Although Philippe Descola is contributing to the renewal of questions concerning society-environment relations, he is nevertheless drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organisation to which these relationships 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 arouses the interest of those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilises so-called "indigenous" populations who claim, both locally and internationally, access to resources and the preservation of an intangible heritage.

2. Situated at the meeting point of the social sciences and the life sciences, these disciplines analyse how human societies use plants, animals and other components of the environment, but also how their conceptions and representations of their environment(s) orient these uses. This research also explores how human societies organise themselves, perpetuate themselves, change to adapt to new contexts (globalisation, global changes) and transmit knowledge about their relationship with nature.

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

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

On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of the observation that the planet is becoming increasingly "artificial" 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. Moreover, the entry into a new geological era, the Anthropocene, is invoked to call upon both the natural sciences and the human and social sciences to consider differently a common history of the environment and societies.

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

These recent changes of scale invite the researcher in the humanities and social sciences to (re)consider his or her approach through a reflexive approach: he or she is no longer a simple observer, but can also be a real actor in the processes, when not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It is to provide students with reference points and elements for reflection, in order to be able to construct scientific questions on the relations between societies and the environment, in the service of a reflection on the modalities for dealing with current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will make it possible to illustrate the approach through a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we will not claim to cover all the themes, approaches and methods in an exhaustive manner. Any student wishing to delve deeper into this area will need to engage in a more in-depth training process.

See full page

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The module presents lessons on the identification, quantification and modelling of interactions between climate, marine species and their exploitation.

See full page

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The aims of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change in many different ecosystems, and to synthesise the various scientific and societal issues and questions raised by CC.

See full page

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Climate change, global changes, Foresight, Adaptation, Resilience, Hydrology modelling, Future climate simulation, Water resource availability, Extreme events, Impacts on ecosystems, Ecological issues

This course provides students with an introduction to the climatic, environmental and anthropic changes that impact our hydro-eco-socio-systems today and tomorrow.

The activities focus on certain aspects, not exhaustive, of this vast and constantly evolving field.

In addition to the presentation of the issues, figures and concepts, the students learn about hydrological modelling tools that enable the development of future scenarios of resource evolution. They analyse a concrete subject by crossing disciplines and approaches. They discuss the possibilities of adapting to the impacts of changes.

The activities consist of 3 parts: The course activity, the modelling activity and the bibliography activity.

- During the course, the principles of climate modelling, the construction of climate change scenarios and their limits are explained. The orders of magnitude of the main changes are stated, as well as the major issues of sustainable development, climate change and global change. A particular focus is proposed on the French Mediterranean watersheds (climate change hot spot, decreasing availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modelling and calibration in a non-stationary or poorly gauged context are taught and an introduction to hydrological modelling is carried out with an application case. The students manipulate general hydrological models allowing to evaluate flows and balances (of type GR, HEC-HMS or WEAP), to feed them with outputs of climatic models, to generate future scenarios of flow and balance, then to criticize the scenarios thus built. The modelling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography done in class and completed independently should enable students to specialise in a concrete case study of a change occurring in a compartment of a natural or urbanised hydro-ecosystem (which the students choose). They carry out a bibliographical analysis to highlight the societal or environmental problems arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or to adapt. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they open their analysis to a more general methodology applicable to other case studies of characterisation of these changes, their impacts and adaptation measures. Learners write

a synthetic note with an operational vocation (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). Then they make a pitch of their results to the class.

See full page

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The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man 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, human welfare 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 course is to help future ecological professionals to find compromises between urban development and respect for nature. Through courses given by various professionals and a field trip to Montpellier, the student will discover where (associations, research departments, communities, etc.), with whom and how an ecologist can act in urban ecology.

See full page

See full page

See full page

"The content of this course is composed of 3 main parts I - Physical characterisation and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Law of the coast and the sea; 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 approached through courses on their geomorphology and hydrology with a particular interest in the hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe the fluxes of carbon and nutrients through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as a living environment for the species they support and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, and in particular the evaluation 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 feedback from concrete experiences. Finally, the implications of the law of the sea for the management of the coastal zone will be taught. "

See full page

See full page

1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chains Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

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

7. Heterogeneity and multilevel models (aka mixed models. 

See full page

Sustainable development, ERC sequence, green, blue, turquoise grid.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programmes. The Avoid, Reduce, Compensate sequence, its challenges, the actors involved, will be presented, discussed and illustrated. The green and blue grids and their interface with the turquoise grid will be analysed as tools for improving the preservation of biodiversity in land management and development operations.
The learners will have to step back from the methods and know-how used to apply this ERC sequence in different areas, linked to plans, developments and programmes with impacts on the environment

A field trip is an opportunity to meet the actors, the ERC actions deployed, to draw a diagnosis 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 real critical analysis of know-how and the production of innovative and inclusive solutions.

See full page

See full page

Behavioural Ecology approaches the study of behaviour from an evolutionary perspective to study the mechanisms, function and contribution of behaviour to evolutionary and ecological processes. The work carried out in Behavioural Ecology helps to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrates, show behaviour.

The module allows students to be exposed to the different basic concepts, as well as to the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of tools from modelling, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions on the research approaches that can be used, the tools used and the limits of the inferences that can be made. Active participation of the students will be required at these different levels, notably through critical discussions of articles.

The themes covered range from the exploration of food procurement strategies, mate choice, habitat choice, 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 sensibilities of the speakers and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).

See full page

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

Although Philippe Descola is contributing to the renewal of questions concerning society-environment relations, he is nevertheless drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organisation to which these relationships 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 arouses the interest of those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilises so-called "indigenous" populations who claim, both locally and internationally, access to resources and the preservation of an intangible heritage.

2. Situated at the meeting point of the social sciences and the life sciences, these disciplines analyse how human societies use plants, animals and other components of the environment, but also how their conceptions and representations of their environment(s) orient these uses. This research also explores how human societies organise themselves, perpetuate themselves, change to adapt to new contexts (globalisation, global changes) and transmit knowledge about their relationship with nature.

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

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

On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of the observation that the planet is becoming increasingly "artificial" 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. Moreover, the entry into a new geological era, the Anthropocene, is invoked to call upon both the natural sciences and the human and social sciences to consider differently a common history of the environment and societies.

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

These recent changes of scale invite the researcher in the humanities and social sciences to (re)consider his or her approach through a reflexive approach: he or she is no longer a simple observer, but can also be a real actor in the processes, when not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It is to provide students with reference points and elements for reflection, in order to be able to construct scientific questions on the relations between societies and the environment, in the service of a reflection on the modalities for dealing with current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will make it possible to illustrate the approach through a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we will not claim to cover all the themes, approaches and methods in an exhaustive manner. Any student wishing to delve deeper into this area will need to engage in a more in-depth training process.

See full page

See full page

The module presents lessons on the identification, quantification and modelling of interactions between climate, marine species and their exploitation.

See full page

See full page

The aims of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change in many different ecosystems, and to synthesise the various scientific and societal issues and questions raised by CC.

See full page

See full page

See full page

See full page

Climate change, global changes, Foresight, Adaptation, Resilience, Hydrology modelling, Future climate simulation, Water resource availability, Extreme events, Impacts on ecosystems, Ecological issues

This course provides students with an introduction to the climatic, environmental and anthropic changes that impact our hydro-eco-socio-systems today and tomorrow.

The activities focus on certain aspects, not exhaustive, of this vast and constantly evolving field.

In addition to the presentation of the issues, figures and concepts, the students learn about hydrological modelling tools that enable the development of future scenarios of resource evolution. They analyse a concrete subject by crossing disciplines and approaches. They discuss the possibilities of adapting to the impacts of changes.

The activities consist of 3 parts: The course activity, the modelling activity and the bibliography activity.

- During the course, the principles of climate modelling, the construction of climate change scenarios and their limits are explained. The orders of magnitude of the main changes are stated, as well as the major issues of sustainable development, climate change and global change. A particular focus is proposed on the French Mediterranean watersheds (climate change hot spot, decreasing availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modelling and calibration in a non-stationary or poorly gauged context are taught and an introduction to hydrological modelling is carried out with an application case. The students manipulate general hydrological models allowing to evaluate flows and balances (of type GR, HEC-HMS or WEAP), to feed them with outputs of climatic models, to generate future scenarios of flow and balance, then to criticize the scenarios thus built. The modelling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography done in class and completed independently should enable students to specialise in a concrete case study of a change occurring in a compartment of a natural or urbanised hydro-ecosystem (which the students choose). They carry out a bibliographical analysis to highlight the societal or environmental problems arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or to adapt. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they open their analysis to a more general methodology applicable to other case studies of characterisation of these changes, their impacts and adaptation measures. Learners write

a synthetic note with an operational vocation (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). Then they make a pitch of their results to the class.

See full page

See full page

See full page

The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man 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, human welfare 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 course is to help future ecological professionals to find compromises between urban development and respect for nature. Through courses given by various professionals and a field trip to Montpellier, the student will discover where (associations, research departments, communities, etc.), with whom and how an ecologist can act in urban ecology.

See full page

See full page

See full page

"The content of this course is composed of 3 main parts I - Physical characterisation and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Law of the coast and the sea; 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 approached through courses on their geomorphology and hydrology with a particular interest in the hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe the fluxes of carbon and nutrients through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as a living environment for the species they support and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, and in particular the evaluation 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 feedback from concrete experiences. Finally, the implications of the law of the sea for the management of the coastal zone will be taught. "

See full page

See full page

1. Bayesian inference: Motivation and simple example. 

2. The likelihood. 

3. A detour to explore priors. 

4. Markov chains Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

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

7. Heterogeneity and multilevel models (aka mixed models. 

See full page

Sustainable development, ERC sequence, green, blue, turquoise grid.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programmes. The Avoid, Reduce, Compensate sequence, its challenges, the actors involved, will be presented, discussed and illustrated. The green and blue grids and their interface with the turquoise grid will be analysed as tools for improving the preservation of biodiversity in land management and development operations.
The learners will have to step back from the methods and know-how used to apply this ERC sequence in different areas, linked to plans, developments and programmes with impacts on the environment

A field trip is an opportunity to meet the actors, the ERC actions deployed, to draw a diagnosis 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 real critical analysis of know-how and the production of innovative and inclusive solutions.

See full page

See full page

Behavioural Ecology approaches the study of behaviour from an evolutionary perspective to study the mechanisms, function and contribution of behaviour to evolutionary and ecological processes. The work carried out in Behavioural Ecology helps to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrates, show behaviour.

The module allows students to be exposed to the different basic concepts, as well as to the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of tools from modelling, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions on the research approaches that can be used, the tools used and the limits of the inferences that can be made. Active participation of the students will be required at these different levels, notably through critical discussions of articles.

The themes covered range from the exploration of food procurement strategies, mate choice, habitat choice, 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 sensibilities of the speakers and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).

See full page

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

Although Philippe Descola is contributing to the renewal of questions concerning society-environment relations, he is nevertheless drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organisation to which these relationships 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 arouses the interest of those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilises so-called "indigenous" populations who claim, both locally and internationally, access to resources and the preservation of an intangible heritage.

2. Situated at the meeting point of the social sciences and the life sciences, these disciplines analyse how human societies use plants, animals and other components of the environment, but also how their conceptions and representations of their environment(s) orient these uses. This research also explores how human societies organise themselves, perpetuate themselves, change to adapt to new contexts (globalisation, global changes) and transmit knowledge about their relationship with nature.

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

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

On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of the observation that the planet is becoming increasingly "artificial" 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. Moreover, the entry into a new geological era, the Anthropocene, is invoked to call upon both the natural sciences and the human and social sciences to consider differently a common history of the environment and societies.

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

These recent changes of scale invite the researcher in the humanities and social sciences to (re)consider his or her approach through a reflexive approach: he or she is no longer a simple observer, but can also be a real actor in the processes, when not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It is to provide students with reference points and elements for reflection, in order to be able to construct scientific questions on the relations between societies and the environment, in the service of a reflection on the modalities for dealing with current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will make it possible to illustrate the approach through a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we will not claim to cover all the themes, approaches and methods in an exhaustive manner. Any student wishing to delve deeper into this area will need to engage in a more in-depth training process.

See full page

See full page

The module presents lessons on the identification, quantification and modelling of interactions between climate, marine species and their exploitation.

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The aims of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change in many different ecosystems, and to synthesise the various scientific and societal issues and questions raised by CC.

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Climate change, global changes, Foresight, Adaptation, Resilience, Hydrology modelling, Future climate simulation, Water resource availability, Extreme events, Impacts on ecosystems, Ecological issues

This course provides students with an introduction to the climatic, environmental and anthropic changes that impact our hydro-eco-socio-systems today and tomorrow.

The activities focus on certain aspects, not exhaustive, of this vast and constantly evolving field.

In addition to the presentation of the issues, figures and concepts, the students learn about hydrological modelling tools that enable the development of future scenarios of resource evolution. They analyse a concrete subject by crossing disciplines and approaches. They discuss the possibilities of adapting to the impacts of changes.

The activities consist of 3 parts: The course activity, the modelling activity and the bibliography activity.

- During the course, the principles of climate modelling, the construction of climate change scenarios and their limits are explained. The orders of magnitude of the main changes are stated, as well as the major issues of sustainable development, climate change and global change. A particular focus is proposed on the French Mediterranean watersheds (climate change hot spot, decreasing availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modelling and calibration in a non-stationary or poorly gauged context are taught and an introduction to hydrological modelling is carried out with an application case. The students manipulate general hydrological models allowing to evaluate flows and balances (of type GR, HEC-HMS or WEAP), to feed them with outputs of climatic models, to generate future scenarios of flow and balance, then to criticize the scenarios thus built. The modelling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography done in class and completed independently should enable students to specialise in a concrete case study of a change occurring in a compartment of a natural or urbanised hydro-ecosystem (which the students choose). They carry out a bibliographical analysis to highlight the societal or environmental problems arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or to adapt. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they open their analysis to a more general methodology applicable to other case studies of characterisation of these changes, their impacts and adaptation measures. Learners write

a synthetic note with an operational vocation (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). Then they make a pitch of their results to the class.

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This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and the way they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. A particular focus will be made on the contribution of terrestrial and aquatic plants in phytoremediation as well as on the role of micro-organisms (bacteria, fungi) in the mechanisms of biodegradation, biotransformation or biosequestration. This course will be illustrated through various case studies through which examples of chronic and acute/accidental pollution of water, air and soil will be discussed. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries as well as the treatment of liquid effluents (waste water, industrial effluents) will be discussed. A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.

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The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man 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, human welfare 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 course is to help future ecological professionals to find compromises between urban development and respect for nature. Through courses given by various professionals and a field trip to Montpellier, the student will discover where (associations, research departments, communities, etc.), with whom and how an ecologist can act in urban ecology.

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"The content of this course is composed of 3 main parts I - Physical characterisation and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Law of the coast and the sea; 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 approached through courses on their geomorphology and hydrology with a particular interest in the hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe the fluxes of carbon and nutrients through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as a living environment for the species they support and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, and in particular the evaluation 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 feedback from concrete experiences. Finally, the implications of the law of the sea for the management of the coastal zone 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 chains Monte Carlo methods (MCMC)

5. Bayesian analyses in R with the Jags software.  

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

7. Heterogeneity and multilevel models (aka mixed models. 

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Sustainable development, ERC sequence, green, blue, turquoise grid.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programmes. The Avoid, Reduce, Compensate sequence, its challenges, the actors involved, will be presented, discussed and illustrated. The green and blue grids and their interface with the turquoise grid will be analysed as tools for improving the preservation of biodiversity in land management and development operations.
The learners will have to step back from the methods and know-how used to apply this ERC sequence in different areas, linked to plans, developments and programmes with impacts on the environment

A field trip is an opportunity to meet the actors, the ERC actions deployed, to draw a diagnosis 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 real critical analysis of know-how and the production of innovative and inclusive solutions.

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Behavioural Ecology approaches the study of behaviour from an evolutionary perspective to study the mechanisms, function and contribution of behaviour to evolutionary and ecological processes. The work carried out in Behavioural Ecology helps to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrates, show behaviour.

The module allows students to be exposed to the different basic concepts, as well as to the multitude of tools that can be used (observations and experiments in natural populations or on captive individuals, comparative analyses, use of tools from modelling, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the training is based on specific discussions on the research approaches that can be used, the tools used and the limits of the inferences that can be made. Active participation of the students will be required at these different levels, notably through critical discussions of articles.

The themes covered range from the exploration of food procurement strategies, mate choice, habitat choice, 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 sensibilities of the speakers and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).

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

Although Philippe Descola is contributing to the renewal of questions concerning society-environment relations, he is nevertheless drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organisation to which these relationships 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 arouses the interest of those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilises so-called "indigenous" populations who claim, both locally and internationally, access to resources and the preservation of an intangible heritage.

2. Situated at the meeting point of the social sciences and the life sciences, these disciplines analyse how human societies use plants, animals and other components of the environment, but also how their conceptions and representations of their environment(s) orient these uses. This research also explores how human societies organise themselves, perpetuate themselves, change to adapt to new contexts (globalisation, global changes) and transmit knowledge about their relationship with nature.

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

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

On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of the observation that the planet is becoming increasingly "artificial" 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. Moreover, the entry into a new geological era, the Anthropocene, is invoked to call upon both the natural sciences and the human and social sciences to consider differently a common history of the environment and societies.

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

These recent changes of scale invite the researcher in the humanities and social sciences to (re)consider his or her approach through a reflexive approach: he or she is no longer a simple observer, but can also be a real actor in the processes, when not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It is to provide students with reference points and elements for reflection, in order to be able to construct scientific questions on the relations between societies and the environment, in the service of a reflection on the modalities for dealing with current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will make it possible to illustrate the approach through a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we will not claim to cover all the themes, approaches and methods in an exhaustive manner. Any student wishing to delve deeper into this area will need to engage in a more in-depth training process.

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The module presents lessons on the identification, quantification and modelling of interactions between climate, marine species and their exploitation.

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The aims of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change in many different ecosystems, and to synthesise the various scientific and societal issues and questions raised by CC.

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Climate change, global changes, Foresight, Adaptation, Resilience, Hydrology modelling, Future climate simulation, Water resource availability, Extreme events, Impacts on ecosystems, Ecological issues

This course provides students with an introduction to the climatic, environmental and anthropic changes that impact our hydro-eco-socio-systems today and tomorrow.

The activities focus on certain aspects, not exhaustive, of this vast and constantly evolving field.

In addition to the presentation of the issues, figures and concepts, the students learn about hydrological modelling tools that enable the development of future scenarios of resource evolution. They analyse a concrete subject by crossing disciplines and approaches. They discuss the possibilities of adapting to the impacts of changes.

The activities consist of 3 parts: The course activity, the modelling activity and the bibliography activity.

- During the course, the principles of climate modelling, the construction of climate change scenarios and their limits are explained. The orders of magnitude of the main changes are stated, as well as the major issues of sustainable development, climate change and global change. A particular focus is proposed on the French Mediterranean watersheds (climate change hot spot, decreasing availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modelling and calibration in a non-stationary or poorly gauged context are taught and an introduction to hydrological modelling is carried out with an application case. The students manipulate general hydrological models allowing to evaluate flows and balances (of type GR, HEC-HMS or WEAP), to feed them with outputs of climatic models, to generate future scenarios of flow and balance, then to criticize the scenarios thus built. The modelling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography done in class and completed independently should enable students to specialise in a concrete case study of a change occurring in a compartment of a natural or urbanised hydro-ecosystem (which the students choose). They carry out a bibliographical analysis to highlight the societal or environmental problems arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or to adapt. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they open their analysis to a more general methodology applicable to other case studies of characterisation of these changes, their impacts and adaptation measures. Learners write

a synthetic note with an operational vocation (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). Then they make a pitch of their results to the class.

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This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and the way they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. A particular focus will be made on the contribution of terrestrial and aquatic plants in phytoremediation as well as on the role of micro-organisms (bacteria, fungi) in the mechanisms of biodegradation, biotransformation or biosequestration. This course will be illustrated through various case studies through which examples of chronic and acute/accidental pollution of water, air and soil will be discussed. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries as well as the treatment of liquid effluents (waste water, industrial effluents) will be discussed. A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.

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This course starts at the first seminar of the year (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 Exhibition (SNB). Since 2008, these events have made it possible to bring together, get to know and publicise all the players in the professional ecology sector in France.

In connection with the partner organisations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organising professional structure, the students are assistants to the management of the two events.) and the professional organising structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and capacities (experience, skills, proposed training) in connection with volunteers from other courses (BTS): recruitment and reception of the public and speakers, media activities, communication, security (fire risk, first aid), logistics, fundraising, eco-responsibility, etc. The positions are proposed through job descriptions for which the students apply during the master's integration seminar.

Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events include the assistance of students from the Environmental Management Master's programme of the Faculty of Sciences of the University of Montpellier within the framework of their courses and through their student associations.

- Festi'Versité, the biodiversity festival. It aims to raise awareness and educate the general public about ecological issues through activities, shows, games, conferences, screenings and photographic exhibitions. It takes place during a weekend at the end of October/beginning of November at the Montpellier zoo.

- The national biodiversity exhibition. It is a forum for careers and training, a scientific and technical congress and professional meetings. It includes conferences and round tables, scientific and technical communications, recruitment and professional exchanges. The exhibition takes place over two days in January at the Parc des Expositions in Montpellier.

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The entire course is conducted in English. The objective is to enable students to practice oral and written scientific communication at two levels:

1. Communicate about research activities (e.g. when starting a project, publishing an article) in writing (e.g. creating an infographic for twitter) and orally (e.g. interview for a thesis application).

2. Communicate scientific results in writing (writing review articles, research articles) and orally (conference talk)

Each student works on these different aspects of communication directly in relation to his or her M1 and M2 internships and thesis project. The media are varied (e.g. twitter, website, video, etc.).

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Innovation is the very outcome of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organisations. Innovation is also a very important lever for the economic development of territories where it is often coupled with the circular economy or the inclusion 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 by all employees, whatever their status and role in their organisation (in short, from the worker to the CEO, via 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 a project-based approach and uses the seminar method (7 days a week and 24 hours a day) in a closed space, cut off from the world to improve concentration. The pedagogical principle is to bring together several competences (in our case those of 4 training courses of the GE master and 2 courses of the Energy master) in the same place and time to work in groups on an environmental and local issue. Conferences, meetings, visits, reflection and work will alternate to allow students to give a written answer and an oral presentation at the end of the week. The best projects will be presented orally before a jury of professionals and will be defended by the students. 

Open to the whole GE mention in M2 (except the GeIBioTe course) in FI and APP and to the Energy master.

With the exception of the Aquadura course, for which this course is offered during the semester, the Cogithon is a 6-day seminar. The seminar starts with a theoretical part (the first day) and then takes place in the form of workshops in which the students are organised in project teams. The teams compete to present a project within the framework of a call for tenders which changes every year and which is elaborated in partnership with local actors. The call for tenders is based on the work of the Aquadura course and their report in November. 

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This course consists of 4 hours of lectures during which students are introduced to the basic concepts that define scientific museums (status, typology, missions, public, collection, conservation, exhibition, education and study functions) as well as to the related professions.
These lessons are followed by 11 hours of fieldwork during which students follow guided tours of scientific collections and museums (plant garden, herbarium, zoological park, aquarium, museum, etc.) during which the emphasis will be placed on scenography, itineraries and mediation devices.

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Discovering quality management: issues and principles, process approach, interested parties, measurement and improvement system. The normative context and the ISO9001 standard: certification, accreditation, labelling. Tools and methods of quality and continuous improvement: description of activities, problem solving, analysis and improvement of performance. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.

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