MASTER IN WATER SCIENCES

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This UE focuses on mastering the tools for communicating with the world of work, i.e. learning how to: -(i) create a CV, cover letter or email for a spontaneous application; -(ii) present oneself orally or in writing in a very short space of time; -(iii) answer interview questions and avoid pitfalls.

Learning these tools involves not only a theoretical presentation, but also rapid practical application. Students will work in small groups, simulating realistic situations such as job interviews and presentations .... The aim is to learn how best to master these different tools.

All teaching is carried out in the form of practical work, with particular emphasis on :

• on "reality show" sessions, where everyone has to introduce themselves to each other in under 3 minutes, be put in job interview conditions or have to make spontaneous applications/presentations.
• On email, cover letter and CV writing workshops.

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Project management encompasses all the methods, tools and techniques used to organize the progress of a project and achieve its objectives, from the initial idea to its completion.

Practical exercises and case studies help students acquire the right reflexes and manipulate project management tools.

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This course should enable students to acquire in-depth knowledge of how aquatic ecosystems function, and to identify threats and vulnerability in the face of local pressures and climate change.

It will also enable students to 1) understand the specific features of benthic ecosystem functioning and the ecological roles of its components, 2) acquire in-depth knowledge of the functioning of aquatic ecosystems, 3) acquire knowledge of the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change and anthropization on the functioning of aquatic ecosystems and on these components with socio-economic repercussions. This course will develop networks for monitoring the marine environment and the health of exploited marine animals, while addressing mortality issues.

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This course is divided into 2 parts, one dealing with surface and atmospheric water, the other with groundwater. This course is a continuation of the Water Cycle course in S1, and lays the essential foundations for the specific hydrodynamics and physical hydrology courses that will take place in S2. It is therefore a transitional course between fundamental knowledge of the water cycle and knowledge specific to the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are complemented by hands-on work on computers and hydrogeological maps.

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The courses essentially consist of a decoded presentation of the fundamentals of regional planning: the main legal frameworks are presented and analyzed (in a participative manner) legal frameworks and their constant evolution (Codes, Laws, Texts), the "doctrines doctrines "We also look at the various technical "tools" available, whether in terms of procedures or project set-up (urban planning documents, or public or private construction or development projects). Also analyzed and presented are the tools and conditions for dialogue and consultation (examining different operating methods), land-use approaches land approaches (land management and the tools needed to achieve it), assessment of the multiple issues (financial, socio-economic and political), and finally, decision-making decision-making processes. The various aspects mentioned above are highlighted as factors that condition the success - and hence the successful spatial translation - of all development projects, whatever their nature. nature nature dimension.

Focusing on all regions, the module is also intended to focus on issues specific to coastal areas. coastal areasand similar areas. Because coastal areas have their own specific characteristics, a specific approach to these areas is essential, complementing the general approaches (Loi Littoral, Loi sur l'Eau, servitudes, changes in frameworks and texts).

Finally, the backdrop to this module is the systematic highlighting of the many debates and issues involved in the confrontation between theurgency (or priority) socio-economic urgency (or priority) environmentalwith an understanding of trade-offs and adjustments that this confrontation gives rise to. The current ecological and transitional urgency and the acceleration of the confrontations / conflicts of interest are examined and put into perspective.

With regard to the management "This theme is also described and analyzed for each of the points covered by the planning stage, both as a consequence of the planning stage, and as a consequence of the planning stage . consequence of the actions undertaken and as a condition for success -in the medium and long term- of projects on any scale.

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Water is at the heart of multiple and contradictory issues, visions and interests. The articulation of these different elements raises the question of integrated management (IWRM) and regulation (particularly by public policies), the balance between collective and private values, and decision-making processes concerning collective issues - in short, governance. Decentralization, water and sanitation services, basin management, the European Framework Directive and financial circuits illustrate, in particular, different facets of governance.

See full page

This course introduces students to contaminants in the aquatic environment, essential for assessing risks to ecosystem and human health, and for managing water resources. For this reason, the program includes a presentation of the various environmental contaminants and regulations.

This course is taught by lecturers and researchers (multi-disciplinary course) whose research activities focus on the problem of contaminants in aquatic environments.

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The course is organized into 3 main chapters, alternating with tutorials applied to engineering problems. In the first part, after describing the planet's major water reservoirs and the basic principles of the water cycle, the effects of human activities on the cycle are discussed. The second part focuses on the aerial part of the cycle, from precipitation to infiltration. The third part deals with aquifers and groundwater, from the pore to the catchment scale.

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The "Ocean, Atmosphere, Climate" module introduces the fundamental principles of atmospheric and oceanic dynamics, and provides a critical, documented look at climate change. Teaching is based on analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

The module is shared by the "Coastal engineering and rational coastal development" and "Water and coastline" courses in the STPE and Water masters programs. It can be taken by work-study students wishing to update their knowledge of global change and its relationship to meteorological and atmospheric processes.

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The Bibliographic Project UE provides training in documentary research, including the use of search engines, databases and bibliographic reference management tools. Students work in pairs on a topic they have defined themselves, in line with their training. This documentary research is enhanced by the writing of a synthesis and a poster.

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Program :

• Soil physics
• General principles of hydrostatics (notions of adsorption, capillarity, water's energy potential, principles of material conservation, soil retention curves)
• Flow in saturated and unsaturated soils (Darcy's law, Richards' equation, etc.)
• Numerical solution of Richards' equation
• Water flow dynamics in the field
• Methodology for measuring soil hydrodynamic properties

This course places a strong emphasis on tutorials and practical work. Experiments will be carried out during sessions on agricultural plots. Calculation or simple modeling exercises will be carried out to illustrate the numerical application of all the physical concepts presented in lectures. The examples dealt with in these exercises will be based both on these experimental results and on specific agricultural problems. 

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The course is based on the fundamentals of physics (conservation of mass, energy and momentum), and addresses hydraulic issues in rivers (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
Teaching is based largely on experimentation at Supagro's hydraulic hall, where uniform flows, flows at control structures and transition regimes are covered. Theoretical knowledge acquired during the module is applied to process analysis, along with resolution tools for diagnosing real-life situations.

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TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

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The course content is organized into 6 sequences:
- Climate: meteorological variables, major Earth climates
- Surface energy balance: radiative, conductive and convective fluxes, surface energy balance,
reference evapotranspiration (Penman and Penman-Monteith approaches)
- Plant: growth and development cycle, phenology, geometric structure, photosynthesis, root system,
water in the soil-plant-atmosphere continuum
- Crop models: Monteith's
approach, water constraints
- Impact of climate change in agriculture

Objectives* :

The aim of the module is to provide a theoretical basis for the influence of climate on
plant production. Target skills include knowledge of the fundamentals
of ecophysiology and the relationships between climate, water and plant production.

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The content of the module is divided into 3 sequences:

1) a sequence to define concepts, get to grips with a tool (R) and review the vocabulary of statistical estimation and its application to the calibration of hydrological parameters;

2) a sequence on uncertainty and sensitivity analysis methods, and

3) a sequence on data assimilation applied to hydraulic modeling. The course will also be introduced by a presentation from a design office executive on the usefulness of this type of approach in engineering.

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This course covers the concepts of mass and heat transfer in aquifers, as well as the characteristics of low- to high-energy geothermal energy.                                                                                                                                                                                                             

The vulnerability of the underground resource will be assessed and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for cleaning up aquifers will also be discussed, with particular emphasis on the answers offered by numerical simulation tools.

The principles of geothermal energy will also be discussed, with examples of specific systems based on the three types of geothermal energy (from shallow to very deep, from low temperature to very high temperature).

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This course covers project planning and task time estimation, the SWOT matrix/sabotage exercise, risk management, meeting organization and facilitation, and oral project presentation. Other elements of project management can be addressed on a case-by-case basis, such as financial management, the role of the project manager, relations with partners, and the use of tools such as the to-do list, Kanban, shared calendar, etc.

Following on from the Project Management UE of Master 1, the Project Management UE of Master 2 is designed to verify the assimilation of skills acquired in the previous year, and to go further by focusing on a longer project (a few weeks to a few months), whether individual or in a group, a study project or a personal project.

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The three main models of irrigation worldwide - large-scale hydraulics, community irrigation and private irrigation - are presented in their historical context, based on an in-depth documentary analysis and illustrations of concrete cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, actors, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various case studies, presented in PowerPoint presentations, videos and articles.

The main references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models linked to irrigation. The analysis is based on a critical analysis of dualistic development theory, applied to irrigation systems.

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Every future Master's graduate, whether with a "Professional" or "Research" profile, needs to master the tools and codes of effective scientific written communication. Improving your scientific writing skills is essential if you are to add value to your work and communicate it to your peers, colleagues, clients...

See full page

This course focuses on surface-atmosphere water and energy fluxes observations and modeling, integrated in catchments or irrigated perimeters, to estimate and predict crops water needs and water stress in drought contexts. Attention is given to the effect of spatial heterogeneities on fluxes, from the plot scale to the catchment scale. Effects of topography on surface fluxes are also covered. The course contains two main steps:

1. Water and energy fluxes within the SPAC at the plot scale: review of basic concepts of micro-meteorology, modeling surface-atmosphere fluxes for homogeneous crops ("big-leaf" approach), coupling with soil water transfers in the rooting zone, water stress indicators at the plot scale
2. Water and energy fluxes within the SPAC at the catchment scale: spatial heterogeneity, effect of advection on the fluxes, topographical effects on radiative and convective fluxes, water stress indicators at the catchment scale.

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This course builds on the process analysis and data acquired during the "Field Camp" course. The aim is to develop a simulation approach in response to a specific question. It comprises several phases:
- Experimental study in the laboratory and in the field: measurement of a water line, hydraulic propagation dynamics
- Production of a simple numerical model (resolution of a first-order differential equation)
- Implementation of a model (topology-geometry description, steady-state and transient hydraulic scenarios,
calibration, simulation of scenarios
- Design of a hydraulic management scenario, implementation on a miniature network in the form of a role-playing game: delay calculation, calibration of rating curves, identification of attenuation and delay dynamics, management of control structures, hydraulic performance evaluation.

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Geoprospecting is a discipline linked to geography whose aim is to anticipate the future in order to imagine and design more resilient landscapes. The tools derived from geoprospecting, combined with cartographic tools and tools for simulating the behavior of local stakeholders, can be used to test the impact of more or less virtuous behavior with regard to water resources. A large part of the course will be devoted to the use of modeling platforms, enabling students to manipulate these tools.

See full page

The aim of this course is to provide students with a practical, high-level perspective on the hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The UE is structured around 4 points of view:

1. Watershed hydrology and its place in the history of science,

2. Specific features of agricultural landscapes and implications for modelling ,

3. Changing scales,

4. Practice and criticism of hydrological modelling.

The UE will provide advanced knowledge of production functions, transfer functions, global and distributed modeling. Students will be able to work independently with various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, reservoir cascade, etc.), and to step back from the parameterization, calibration and validation of hydrological models.

See full page

This UE is conducted in groups or individually. It takes place in 2 stages:
- Preparation: identifying a subject based on one's professional project
- Formalizing a question based on the bibliographical research and presenting it in the form of a bibliographical summary highlighting the question to be addressed
- Constructing the experimental plan by identifying the data and resources needed to carry out the project.

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The content of the module is divided into six sequences:

1) Introduction to EU: scientific and operational challenges of biogeochemical and water quality issues in agricultural watersheds;

2) Physico-chemical and hydrological processes determining the availability and mobility of plant protection products in a watershed;

3) TD: modelling tutorials on the transfer of plant protection products;

4) Biogeochemical cycle of phosphorus in agro-systems ;

5) Nitrogen cycle and balance in agricultural watersheds ;

6) TD: Assessment of nitrogen balance in a watershed, diagnosis of surface water contamination

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The content of the module is divided into 5 sequences:

1) Irrigation equipment and infrastructure ;

2) Irrigation control ;

3) Socio-economic analysis, consultation methods;

4) Professional conferences ;

5) Case study: conversion of an irrigated system

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The content of the module depends on the structure chosen by the student, which may be a company, an association, an NGO, or a public or international organization.
Students are expected to formalize a problem based on a rigorous state of the art, set up
an approach, and carry out and analyze the results.
All of this is to be submitted in accordance with the procedures defined by the host organization and the educational advisor. A problem-based dissertation is required for academic assessment. This dissertation, which is by no means an activity report, may be supplemented by deliverables requested by the host organization, which may or may not be integrated into the dissertation.
The confidentiality of written or oral evaluations is possible.

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The content of the module depends on the structure chosen by the student, which is generally a research laboratory, in France or abroad, or a company involved in research & development.
Students are expected to formalize a problem based on a rigorous state of the art, set up
an approach, and carry out and analyze the results.
All of this is to be submitted in accordance with the procedures defined by the host organization and the educational advisor. A problem-based scientific dissertation is required for academic assessment. This dissertation, which is by no means an activity report, may be supplemented by deliverables requested by the host organization, whether or not they are integrated into the dissertation.
The confidentiality of written or oral evaluations is possible.

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This UE is the preparatory phase for a research internship in a laboratory. It aims to define the problematic on the basis of the state of the scientific art. It leads to the drafting of a bibliographical synthesis and a research methodology that will be pursued during the "research" internship.

See full page

The aim of this course is to present the current and future impacts on all sectors associated with the water sector.

What are the trends in climate extremes such as droughts and floods, and in the regions affected by these extremes? What impact will this have on underground and surface water resources, agricultural land and irrigation methods?

How are sea levels and coastlines changing? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through a series of lectures given by specialists from different fields, and covering all the Water Master's courses, this course will present the latest advances in this field.

Through TD and TP sessions, students will be asked to work in groups on a particular theme (using an example) associating climate change with a water-related field, in order to present a summary of the subject. This work will be presented in the form of a mini-seminar, and will be assessed as part of this course.

See full page

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The aim of this cross-disciplinary course is to give students from several courses the opportunity to organize an event-based project on a topical water-related theme, in line with their commitments, their career plans, societal issues and the challenges of global transitions and changes....

The project is led by the students, from definition to implementation at the event, with occasional support from the teaching teams at key stages.

See full page

The aim of this joint course with AgroParisTech's specialized post-master's degree in "Water Management" is to provide students with a development profile with an insight into the issues and organization of development projects on the theme of water (drinking water, sanitation, agricultural water).

This course alternates between testimonials, feedback from experts and development professionals on water issues, and testimonials from students (Mastère Spécialisé Gestion de l'Eau) or students with international experience in water or agriculture.

This course is open as an option to students of the Master's degree in Water Sciences, subject to a numerus clausus of students.

See full page

Water resources and their management are often approached through the knowledge and principles established in the developed countries of the temperate zone. Yet the countries of the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly modify our points of view and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in developing countries draw on their practical experience to reflect on the specific nature of hydrological and geochemical processes in very dry or very wet tropical regions, the consequences of anthropization and the challenges of sustainable water resource management.

A significant amount of time is devoted to critical analysis of scientific articles dealing with water resources and their management in the South.

See full page

See full page

This UE is carried out in groups or individually. It follows on from "Scientific project 1". It is divided into 3 parts:
- Implementation: students carry out experiments and analyze the results (rooms and experimental equipment provided).
- Presentation: students prepare a presentation (oral + 5-page article in English) of their experiment, taking a critical look at it
and presenting it to the sponsors, teaching staff and other students.
- Critical analysis: students evaluate the other articles (peer-reviewing process) and finalize their article on the basis of the comments received.

See full page

See full page

The content of the module is divided into 3 sequences:

1) a sequence to define concepts, get to grips with a tool (R) and review the vocabulary of statistical estimation and its application to the calibration of hydrological parameters;

2) a sequence on uncertainty and sensitivity analysis methods, and

3) a sequence on data assimilation applied to hydraulic modeling. The course will also be introduced by a presentation from a design office executive on the usefulness of this type of approach in engineering.

See full page

This course covers the concepts of mass and heat transfer in aquifers, as well as the characteristics of low- to high-energy geothermal energy.                                                                                                                                                                                                             

The vulnerability of the underground resource will be assessed and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for cleaning up aquifers will also be discussed, with particular emphasis on the answers offered by numerical simulation tools.

The principles of geothermal energy will also be discussed, with examples of specific systems based on the three types of geothermal energy (from shallow to very deep, from low temperature to very high temperature).

See full page

This course covers project planning and task time estimation, the SWOT matrix/sabotage exercise, risk management, meeting organization and facilitation, and oral project presentation. Other elements of project management can be addressed on a case-by-case basis, such as financial management, the role of the project manager, relations with partners, and the use of tools such as the to-do list, Kanban, shared calendar, etc.

Following on from the Project Management UE of Master 1, the Project Management UE of Master 2 is designed to verify the assimilation of skills acquired in the previous year, and to go further by focusing on a longer project (a few weeks to a few months), whether individual or in a group, a study project or a personal project.

See full page

The three main models of irrigation worldwide - large-scale hydraulics, community irrigation and private irrigation - are presented in their historical context, based on an in-depth documentary analysis and illustrations of concrete cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, actors, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various case studies, presented in PowerPoint presentations, videos and articles.

The main references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models linked to irrigation. The analysis is based on a critical analysis of dualistic development theory, applied to irrigation systems.

See full page

Every future Master's graduate, whether with a "Professional" or "Research" profile, needs to master the tools and codes of effective scientific written communication. Improving your scientific writing skills is essential if you are to add value to your work and communicate it to your peers, colleagues, clients...

See full page

This course focuses on surface-atmosphere water and energy fluxes observations and modeling, integrated in catchments or irrigated perimeters, to estimate and predict crops water needs and water stress in drought contexts. Attention is given to the effect of spatial heterogeneities on fluxes, from the plot scale to the catchment scale. Effects of topography on surface fluxes are also covered. The course contains two main steps:

1. Water and energy fluxes within the SPAC at the plot scale: review of basic concepts of micro-meteorology, modeling surface-atmosphere fluxes for homogeneous crops ("big-leaf" approach), coupling with soil water transfers in the rooting zone, water stress indicators at the plot scale
2. Water and energy fluxes within the SPAC at the catchment scale: spatial heterogeneity, effect of advection on the fluxes, topographical effects on radiative and convective fluxes, water stress indicators at the catchment scale.

See full page

This course builds on the process analysis and data acquired during the "Field Camp" course. The aim is to develop a simulation approach in response to a specific question. It comprises several phases:
- Experimental study in the laboratory and in the field: measurement of a water line, hydraulic propagation dynamics
- Production of a simple numerical model (resolution of a first-order differential equation)
- Implementation of a model (topology-geometry description, steady-state and transient hydraulic scenarios,
calibration, simulation of scenarios
- Design of a hydraulic management scenario, implementation on a miniature network in the form of a role-playing game: delay calculation, calibration of rating curves, identification of attenuation and delay dynamics, management of control structures, hydraulic performance evaluation.

See full page

See full page

Geoprospecting is a discipline linked to geography whose aim is to anticipate the future in order to imagine and design more resilient landscapes. The tools derived from geoprospecting, combined with cartographic tools and tools for simulating the behavior of local stakeholders, can be used to test the impact of more or less virtuous behavior with regard to water resources. A large part of the course will be devoted to the use of modeling platforms, enabling students to manipulate these tools.

See full page

The aim of this course is to provide students with a practical, high-level perspective on the hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The UE is structured around 4 points of view:

1. Watershed hydrology and its place in the history of science,

2. Specific features of agricultural landscapes and implications for modelling ,

3. Changing scales,

4. Practice and criticism of hydrological modelling.

The UE will provide advanced knowledge of production functions, transfer functions, global and distributed modeling. Students will be able to work independently with various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, reservoir cascade, etc.), and to step back from the parameterization, calibration and validation of hydrological models.

See full page

This UE is conducted in groups or individually. It takes place in 2 stages:
- Preparation: identifying a subject based on one's professional project
- Formalizing a question based on the bibliographical research and presenting it in the form of a bibliographical summary highlighting the question to be addressed
- Constructing the experimental plan by identifying the data and resources needed to carry out the project.

See full page

The content of the module is divided into six sequences:

1) Introduction to EU: scientific and operational challenges of biogeochemical and water quality issues in agricultural watersheds;

2) Physico-chemical and hydrological processes determining the availability and mobility of plant protection products in a watershed;

3) TD: modelling tutorials on the transfer of plant protection products;

4) Biogeochemical cycle of phosphorus in agro-systems ;

5) Nitrogen cycle and balance in agricultural watersheds ;

6) TD: Assessment of nitrogen balance in a watershed, diagnosis of surface water contamination

See full page

The content of the module is divided into 5 sequences:

1) Irrigation equipment and infrastructure ;

2) Irrigation control ;

3) Socio-economic analysis, consultation methods;

4) Professional conferences ;

5) Case study: conversion of an irrigated system

See full page

See full page

See full page

See full page

See full page

This UE is the preparatory phase for a research internship in a laboratory. It aims to define the problematic on the basis of the state of the scientific art. It leads to the drafting of a bibliographical synthesis and a research methodology that will be pursued during the "research" internship.

See full page

The aim of this course is to present the current and future impacts on all sectors associated with the water sector.

What are the trends in climate extremes such as droughts and floods, and in the regions affected by these extremes? What impact will this have on underground and surface water resources, agricultural land and irrigation methods?

How are sea levels and coastlines changing? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through a series of lectures given by specialists from different fields, and covering all the Water Master's courses, this course will present the latest advances in this field.

Through TD and TP sessions, students will be asked to work in groups on a particular theme (using an example) associating climate change with a water-related field, in order to present a summary of the subject. This work will be presented in the form of a mini-seminar, and will be assessed as part of this course.

See full page

See full page

See full page

The aim of this cross-disciplinary course is to give students from several courses the opportunity to organize an event-based project on a topical water-related theme, in line with their commitments, their career plans, societal issues and the challenges of global transitions and changes....

The project is led by the students, from definition to implementation at the event, with occasional support from the teaching teams at key stages.

See full page

The aim of this joint course with AgroParisTech's specialized post-master's degree in "Water Management" is to provide students with a development profile with an insight into the issues and organization of development projects on the theme of water (drinking water, sanitation, agricultural water).

This course alternates between testimonials, feedback from experts and development professionals on water issues, and testimonials from students (Mastère Spécialisé Gestion de l'Eau) or students with international experience in water or agriculture.

This course is open as an option to students of the Master's degree in Water Sciences, subject to a numerus clausus of students.

See full page

Water resources and their management are often approached through the knowledge and principles established in the developed countries of the temperate zone. Yet the countries of the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly modify our points of view and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in developing countries draw on their practical experience to reflect on the specific nature of hydrological and geochemical processes in very dry or very wet tropical regions, the consequences of anthropization and the challenges of sustainable water resource management.

A significant amount of time is devoted to critical analysis of scientific articles dealing with water resources and their management in the South.

See full page

See full page

This UE is carried out in groups or individually. It follows on from "Scientific project 1". It is divided into 3 parts:
- Implementation: students carry out experiments and analyze the results (rooms and experimental equipment provided).
- Presentation: students prepare a presentation (oral + 5-page article in English) of their experiment, taking a critical look at it
and presenting it to the sponsors, teaching staff and other students.
- Critical analysis: students evaluate the other articles (peer-reviewing process) and finalize their article on the basis of the comments received.

See full page

See full page

Project management encompasses all the methods, tools and techniques used to organize the progress of a project and achieve its objectives, from the initial idea to its completion.

Practical exercises and case studies help students acquire the right reflexes and manipulate project management tools.

See full page

See full page

This course introduces students to contaminants in the aquatic environment, essential for assessing risks to ecosystem and human health, and for managing water resources. For this reason, the program includes a presentation of the various environmental contaminants and regulations.

This course is taught by lecturers and researchers (multi-disciplinary course) whose research activities focus on the problem of contaminants in aquatic environments.

See full page

Present the main processes involved in treating liquid effluent, as well as the treatment and management of the by-products generated. This course is based on learning how to draw up an overall ecological balance sheet, focusing on the management of water resources, wastewater and treatment by-products. The design and implementation of treatment processes are approached through the urban and industrial water cycle.

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TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

See full page

See full page

Water is at the heart of multiple and contradictory issues, visions and interests. The articulation of these different elements raises the question of integrated management (IWRM) and regulation (particularly by public policies), the balance between collective and private values, and decision-making processes concerning collective issues - in short, governance. Decentralization, water and sanitation services, basin management, the European Framework Directive and financial circuits illustrate, in particular, different facets of governance.

See full page

See full page

This course should enable students to acquire in-depth knowledge of how aquatic ecosystems function, and to identify threats and vulnerability in the face of local pressures and climate change.

It will also enable students to 1) understand the specific features of benthic ecosystem functioning and the ecological roles of its components, 2) acquire in-depth knowledge of the functioning of aquatic ecosystems, 3) acquire knowledge of the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change and anthropization on the functioning of aquatic ecosystems and on these components with socio-economic repercussions. This course will develop networks for monitoring the marine environment and the health of exploited marine animals, while addressing mortality issues.

See full page

The course is organized into 3 main chapters, alternating with tutorials applied to engineering problems. In the first part, after describing the planet's major water reservoirs and the basic principles of the water cycle, the effects of human activities on the cycle are discussed. The second part focuses on the aerial part of the cycle, from precipitation to infiltration. The third part deals with aquifers and groundwater, from the pore to the catchment scale.

See full page

The "Ocean, Atmosphere, Climate" module introduces the fundamental principles of atmospheric and oceanic dynamics, and provides a critical, documented look at climate change. Teaching is based on analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

The module is shared by the "Coastal engineering and rational coastal development" and "Water and coastline" courses in the STPE and Water masters programs. It can be taken by work-study students wishing to update their knowledge of global change and its relationship to meteorological and atmospheric processes.

See full page

This course is divided into 2 parts, one dealing with surface and atmospheric water, the other with groundwater. This course is a continuation of the Water Cycle course in S1, and lays the essential foundations for the specific hydrodynamics and physical hydrology courses that will take place in S2. It is therefore a transitional course between fundamental knowledge of the water cycle and knowledge specific to the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are complemented by hands-on work on computers and hydrogeological maps.

See full page

This UE focuses on mastering the tools for communicating with the world of work, i.e. learning how to: -(i) create a CV, cover letter or email for a spontaneous application; -(ii) present oneself orally or in writing in a very short space of time; -(iii) answer interview questions and avoid pitfalls.

Learning these tools involves not only a theoretical presentation, but also rapid practical application. Students will work in small groups, simulating realistic situations such as job interviews and presentations .... The aim is to learn how best to master these different tools.

All teaching is carried out in the form of practical work, with particular emphasis on :

• on "reality show" sessions, where everyone has to introduce themselves to each other in under 3 minutes, be put in job interview conditions or have to make spontaneous applications/presentations.
• On email, cover letter and CV writing workshops.

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The Practical GIS course provides training in the use of Geographic Information Systems (GIS), including basic concepts of geographic information and mastery of the free software QGIS. The majority of the course is devoted to an introduction to GIS, alternating between lectures and practical exercises. At the end of the course, a personalized cartographic project enables students to reorganize the concepts they have already learned. An introductory conference with professionals puts into perspective the interest of GIS approaches in general hydrology.

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Optimized management and protection of water resources (both surface and groundwater) requires water quality to be taken into account. Assessment of the quality status of water bodies, particularly with regard to current legislative frameworks, is based on precise chemical and microbiological quality criteria, as well as standards adapted to the types of use envisaged for these resources.

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This module introduces the basics of optical and radar remote sensing, together with the fundamentals of image processing (consulting image catalogs on the Internet, downloading images, importing/exporting, visualization, contrast enhancement, radiometric and geometric image correction, segmentation, vectorization, classification, etc.). In addition, this module presents applications related to water management.

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This UE is sequenced according to the following activities: First steps - R environment; R structures; Input-output in R; Manipulating R structures; Basics of algorithmics; Programming structures in R; Group mini-project on an R function to be created on an applied 'Water' problem.

Objectives* :

The objectives of this course are 1) to introduce the basics of the interpreted language of an engineering tool (environment, structures, input-output, manipulations of structures, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create one's own functions and programs based on practical examples in water science, and 3) to enable students to pursue their self-training and expertise in R.

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This methodological module teaches qualitative survey techniques and inductive reasoning. Students will be trained to conduct open interviews, carry out field observations and learn to analyze empirical data. Students will put these lessons into practice by carrying out a collective survey on a controversy linked to water or the environment (in connection with the lessons received in UE 118).

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TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

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This module aims to give students a practical understanding of the implementation of IWRM and participation in water management, using an active teaching approach.

It revolves around the "Cooplage" system for supporting the implementation of participatory approaches to water management, developed by researchers at UMR GEAU, and the associated Agreenium MOOC Terr'eau & co.

Students will work in small groups, involving students from different Water Master's courses, on case studies stemming from the contributors' current research projects. Learning will take place through the use of some of the "Cooplage" tools on their case study, in particular modeling and participatory simulation in the form of role-playing. To anchor their work, students will be put in touch with the people behind these case studies. 

In view of health constraints, this year's EU will take place entirely off-line. Modeling and games will be carried out on a virtual table.

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In water sciences, the use of probability and statistics to process hydroclimatic or water quality data is essential. Lectures and practical exercises will be used to bring students up to speed (Baccalaureate problems, Bachelor's degree), then a few new concepts will be introduced (in particular, testing for membership of a law).

The course is structured around these chapters:

1. Elementary probability theory, combinatorial analysis. (course session n°1, TD1)
2. Discrete and continuous random variables. Probability law and probability density function. Expectation, variance, covariance. (course session n°2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability laws (binomial, Poisson, normal, Gamma, Gumbel) and their application (class 3, TD4)
6. Law membership tests (covered in TD5)

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This course is based on numerous practical examples presented by environmental specialists and experts working in design offices, companies, EPICs and research institutes in the water and environment sector. The course includes a field day dedicated to characterizing the physical properties of watercourses and aquifers, as well as various hydrometric measurement techniques. Specific sessions will also be offered on the basics of using hydrological and hydrogeological data acquired in situ.

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The content of the module is divided into six sequences:

1) Introduction to EU: scientific and operational challenges of biogeochemical and water quality issues in agricultural watersheds;

2) Physico-chemical and hydrological processes determining the availability and mobility of plant protection products in a watershed;

3) TD: modelling tutorials on the transfer of plant protection products;

4) Biogeochemical cycle of phosphorus in agro-systems ;

5) Nitrogen cycle and balance in agricultural watersheds ;

6) TD: Assessment of nitrogen balance in a watershed, diagnosis of surface water contamination

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Every future Master's graduate, whether with a "Professional" or "Research" profile, needs to master the tools and codes of effective scientific written communication. Improving your scientific writing skills is essential if you are to add value to your work and communicate it to your peers, colleagues, clients...

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This course covers project planning and task time estimation, the SWOT matrix/sabotage exercise, risk management, meeting organization and facilitation, and oral project presentation. Other elements of project management can be addressed on a case-by-case basis, such as financial management, the role of the project manager, relations with partners, and the use of tools such as the to-do list, Kanban, shared calendar, etc.

Following on from the Project Management UE of Master 1, the Project Management UE of Master 2 is designed to verify the assimilation of skills acquired in the previous year, and to go further by focusing on a longer project (a few weeks to a few months), whether individual or in a group, a study project or a personal project.

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Water resources and their management are often approached through the knowledge and principles established in the developed countries of the temperate zone. Yet the countries of the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly modify our points of view and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in developing countries draw on their practical experience to reflect on the specific nature of hydrological and geochemical processes in very dry or very wet tropical regions, the consequences of anthropization and the challenges of sustainable water resource management.

A significant amount of time is devoted to critical analysis of scientific articles dealing with water resources and their management in the South.

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The aim of this cross-disciplinary course is to give students from several courses the opportunity to organize an event-based project on a topical water-related theme, in line with their commitments, their career plans, societal issues and the challenges of global transitions and changes....

The project is led by the students, from definition to implementation at the event, with occasional support from the teaching teams at key stages.

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The aim of this joint course with AgroParisTech's specialized post-master's degree in "Water Management" is to provide students with a development profile with an insight into the issues and organization of development projects on the theme of water (drinking water, sanitation, agricultural water).

This course alternates between testimonials, feedback from experts and development professionals on water issues, and testimonials from students (Mastère Spécialisé Gestion de l'Eau) or students with international experience in water or agriculture.

This course is open as an option to students of the Master's degree in Water Sciences, subject to a numerus clausus of students.

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The aim of this course is to present the current and future impacts on all sectors associated with the water sector.

What are the trends in climate extremes such as droughts and floods, and in the regions affected by these extremes? What impact will this have on underground and surface water resources, agricultural land and irrigation methods?

How are sea levels and coastlines changing? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through a series of lectures given by specialists from different fields, and covering all the Water Master's courses, this course will present the latest advances in this field.

Through TD and TP sessions, students will be asked to work in groups on a particular theme (using an example) associating climate change with a water-related field, in order to present a summary of the subject. This work will be presented in the form of a mini-seminar, and will be assessed as part of this course.

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Project management encompasses all the methods, tools and techniques used to organize the progress of a project and achieve its objectives, from the initial idea to its completion.

Practical exercises and case studies help students acquire the right reflexes and manipulate project management tools.

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Water is at the heart of multiple and contradictory issues, visions and interests. The articulation of these different elements raises the question of integrated management (IWRM) and regulation (particularly by public policies), the balance between collective and private values, and decision-making processes concerning collective issues - in short, governance. Decentralization, water and sanitation services, basin management, the European Framework Directive and financial circuits illustrate, in particular, different facets of governance.

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This course introduces students to contaminants in the aquatic environment, essential for assessing risks to ecosystem and human health, and for managing water resources. For this reason, the program includes a presentation of the various environmental contaminants and regulations.

This course is taught by lecturers and researchers (multi-disciplinary course) whose research activities focus on the problem of contaminants in aquatic environments.

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This course should enable students to acquire in-depth knowledge of how aquatic ecosystems function, and to identify threats and vulnerability in the face of local pressures and climate change.

It will also enable students to 1) understand the specific features of benthic ecosystem functioning and the ecological roles of its components, 2) acquire in-depth knowledge of the functioning of aquatic ecosystems, 3) acquire knowledge of the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change and anthropization on the functioning of aquatic ecosystems and on these components with socio-economic repercussions. This course will develop networks for monitoring the marine environment and the health of exploited marine animals, while addressing mortality issues.

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The course is organized into 3 main chapters, alternating with tutorials applied to engineering problems. In the first part, after describing the planet's major water reservoirs and the basic principles of the water cycle, the effects of human activities on the cycle are discussed. The second part focuses on the aerial part of the cycle, from precipitation to infiltration. The third part deals with aquifers and groundwater, from the pore to the catchment scale.

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The "Ocean, Atmosphere, Climate" module introduces the fundamental principles of atmospheric and oceanic dynamics, and provides a critical, documented look at climate change. Teaching is based on analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

The module is shared by the "Coastal engineering and rational coastal development" and "Water and coastline" courses in the STPE and Water masters programs. It can be taken by work-study students wishing to update their knowledge of global change and its relationship to meteorological and atmospheric processes.

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This course is divided into 2 parts, one dealing with surface and atmospheric water, the other with groundwater. This course is a continuation of the Water Cycle course in S1, and lays the essential foundations for the specific hydrodynamics and physical hydrology courses that will take place in S2. It is therefore a transitional course between fundamental knowledge of the water cycle and knowledge specific to the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are complemented by hands-on work on computers and hydrogeological maps.

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The courses essentially consist of a decoded presentation of the fundamentals of regional planning: the main legal frameworks are presented and analyzed (in a participative manner) legal frameworks and their constant evolution (Codes, Laws, Texts), the "doctrines doctrines "We also look at the various technical "tools" available, whether in terms of procedures or project set-up (urban planning documents, or public or private construction or development projects). Also analyzed and presented are the tools and conditions for dialogue and consultation (examining different operating methods), land-use approaches land approaches (land management and the tools needed to achieve it), assessment of the multiple issues (financial, socio-economic and political), and finally, decision-making decision-making processes. The various aspects mentioned above are highlighted as factors that condition the success - and hence the successful spatial translation - of all development projects, whatever their nature. nature nature dimension.

Focusing on all regions, the module is also intended to focus on issues specific to coastal areas. coastal areasand similar areas. Because coastal areas have their own specific characteristics, a specific approach to these areas is essential, complementing the general approaches (Loi Littoral, Loi sur l'Eau, servitudes, changes in frameworks and texts).

Finally, the backdrop to this module is the systematic highlighting of the many debates and issues involved in the confrontation between theurgency (or priority) socio-economic urgency (or priority) environmentalwith an understanding of trade-offs and adjustments that this confrontation gives rise to. The current ecological and transitional urgency and the acceleration of the confrontations / conflicts of interest are examined and put into perspective.

With regard to the management "This theme is also described and analyzed for each of the points covered by the planning stage, both as a consequence of the planning stage, and as a consequence of the planning stage . consequence of the actions undertaken and as a condition for success -in the medium and long term- of projects on any scale.

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The Bibliographic Project UE provides training in documentary research, including the use of search engines, databases and bibliographic reference management tools. Students work in pairs on a topic they have defined themselves, in line with their training. This documentary research is enhanced by the writing of a synthesis and a poster.

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Sociologists of science consider controversies to be inherent to the process of knowledge production. They refer to (1) situations of discussion between scientists who oppose or agree on the data they produce, but also (2) mobilizations that develop within the framework of institutionalized public debates or more informal exchanges. These controversies provide an opportunity to observe science and decisions in the making, as they are nourished by knowledge that has not yet stabilized. They provide examples from which to rethink the relationship between science and society, and in so doing, the challenges of technical democracy, at the interface of several disciplines.

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TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

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At the end of this module, students should be able to understand an economic analysis of a water management project/policy. They should be familiar with the principles of cost-benefit analysis, valuation methods, parameters and indicators. They will learn to take a critical look at evaluations and the parameters and indicators used.

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The Practical GIS course provides training in the use of Geographic Information Systems (GIS), including basic concepts of geographic information and mastery of the free software QGIS. The majority of the course is devoted to an introduction to GIS, alternating between lectures and practical exercises. At the end of the course, a personalized cartographic project enables students to reorganize the concepts they have already learned. An introductory conference with professionals puts into perspective the interest of GIS approaches in general hydrology.

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This course is an introduction to quantitative survey methods in the social sciences.

He is interested in the use of statistics and the definition of categories to describe the social world, as well as the objectification of representations.

It puts the questionnaire tool into practice by creating a questionnaire, administering it and analyzing the results.

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TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

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The module presents managerial and multi-criteria approaches to assessing water services.

The module focuses on the management of drinking water and wastewater services, as well as irrigation water distribution services. It provides an understanding and critical vision of the tools used to manage these services.

The module is organized into 3 main stages:

• Analysis and evaluation of the economic, financial and technical performance of water and wastewater services, with a focus on financial analysis and performance indicators for water services.
• Environmental assessment, with a presentation of global approaches (Life Cycle Assessment) versus local approaches.
• An analysis of service sustainability

The course uses case studies to illustrate the various concepts covered. Particular emphasis is placed on the relative nature of performance, a multi-dimensional notion that evolves over time and varies according to the points of view considered.

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Historically, the question of managing access to water resources first arose in relation to river water, which is highly dependent on current climatic conditions, and water supplied by man-made distribution systems. It is only more recently that groundwater has been considered for management, as it is less subject to cyclical scarcity problems (with the exception of groundwater accompanying rivers). In the majority of cases, access to groundwater is provided on an individual basis, with each user (especially farmers) drilling for water at the point of need. But these underground resources also require management, as they are increasingly exploited and sometimes even overexploited.

This module tackles the issue of groundwater resource management by first presenting the contribution of each physical science discipline (geology-hydrogeology, geochemistry, isotopy) and their tools to understanding aquifers (at geological level: outcrop, drilling, logging, seismic profiling, etc.; at hydrogeological level: piezometry, test pumping, withdrawal points/outlets, quantities withdrawn, etc.): geometry, structure and hydrological functioning.

It goes on to explain the value of groundwater for the various uses to which it is put. The economic value of groundwater is examined in this section (Qureshi et al., 2012). It also explains the difficulties involved in identifying these groundwater withdrawals and the methods used to reveal them.

It then describes the various problems posed by aquifers: current or future overexploitation of aquifers, deterioration in groundwater quality, threat of saltwater intrusion, salinization of soils, etc.

Finally, it lists the various methods available for rebalancing groundwater supply and demand. Firstly, it describes ways of increasing water supply (active groundwater management, substitutions between resources) or avoiding contamination of good-quality water by poorer-quality water. Examples: active management of karstic aquifers (Lez system), artificial recharge (e.g. Seine catchment fields in Paris), inter-seasonal/interannual recharge (Llobregat, Catalonia), recharge with wastewater (California), damming to avoid contamination of freshwater by saltwater.

Secondly, it outlines the solutions that act on water demand. These solutions are based on two drivers of individual decision-making, which can sometimes be combined: maximization of individual utility and inclusion in a society inducing "pro-social" behavior. We will explore solutions that act directly on the demand for groundwater (pricing, quotas, trading of water rights), as well as indirect solutions (purchase of land to protect a resource, agricultural or energy policies that can positively or negatively influence the development of individual abstraction, etc.).

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This module aims to give students a practical understanding of the implementation of IWRM and participation in water management, using an active teaching approach.

It revolves around the "Cooplage" system for supporting the implementation of participatory approaches to water management, developed by researchers at UMR GEAU, and the associated Agreenium MOOC Terr'eau & co.

Students will work in small groups, involving students from different Water Master's courses, on case studies stemming from the contributors' current research projects. Learning will take place through the use of some of the "Cooplage" tools on their case study, in particular modeling and participatory simulation in the form of role-playing. To anchor their work, students will be put in touch with the people behind these case studies. 

In view of health constraints, this year's EU will take place entirely off-line. Modeling and games will be carried out on a virtual table.

See full page

This methodological module teaches qualitative survey techniques and inductive reasoning. Students will be trained to conduct open interviews, carry out field observations and learn to analyze empirical data. Students will put these lessons into practice by carrying out a collective survey on a controversy linked to water or the environment (in connection with the lessons received in UE 118).

See full page

See full page

Project management encompasses all the methods, tools and techniques used to organize the progress of a project and achieve its objectives, from the initial idea to its completion.

Practical exercises and case studies help students acquire the right reflexes and manipulate project management tools.

See full page

Water is at the heart of multiple and contradictory issues, visions and interests. The articulation of these different elements raises the question of integrated management (IWRM) and regulation (particularly by public policies), the balance between collective and private values, and decision-making processes concerning collective issues - in short, governance. Decentralization, water and sanitation services, basin management, the European Framework Directive and financial circuits illustrate, in particular, different facets of governance.

See full page

See full page

See full page

This course introduces students to contaminants in the aquatic environment, essential for assessing risks to ecosystem and human health, and for managing water resources. For this reason, the program includes a presentation of the various environmental contaminants and regulations.

This course is taught by lecturers and researchers (multi-disciplinary course) whose research activities focus on the problem of contaminants in aquatic environments.

See full page

This course should enable students to acquire in-depth knowledge of how aquatic ecosystems function, and to identify threats and vulnerability in the face of local pressures and climate change.

It will also enable students to 1) understand the specific features of benthic ecosystem functioning and the ecological roles of its components, 2) acquire in-depth knowledge of the functioning of aquatic ecosystems, 3) acquire knowledge of the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change and anthropization on the functioning of aquatic ecosystems and on these components with socio-economic repercussions. This course will develop networks for monitoring the marine environment and the health of exploited marine animals, while addressing mortality issues.

See full page

The course is organized into 3 main chapters, alternating with tutorials applied to engineering problems. In the first part, after describing the planet's major water reservoirs and the basic principles of the water cycle, the effects of human activities on the cycle are discussed. The second part focuses on the aerial part of the cycle, from precipitation to infiltration. The third part deals with aquifers and groundwater, from the pore to the catchment scale.

See full page

The "Ocean, Atmosphere, Climate" module introduces the fundamental principles of atmospheric and oceanic dynamics, and provides a critical, documented look at climate change. Teaching is based on analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

The module is shared by the "Coastal engineering and rational coastal development" and "Water and coastline" courses in the STPE and Water masters programs. It can be taken by work-study students wishing to update their knowledge of global change and its relationship to meteorological and atmospheric processes.

See full page

This course is divided into 2 parts, one dealing with surface and atmospheric water, the other with groundwater. This course is a continuation of the Water Cycle course in S1, and lays the essential foundations for the specific hydrodynamics and physical hydrology courses that will take place in S2. It is therefore a transitional course between fundamental knowledge of the water cycle and knowledge specific to the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are complemented by hands-on work on computers and hydrogeological maps.

See full page

See full page

The courses essentially consist of a decoded presentation of the fundamentals of regional planning: the main legal frameworks are presented and analyzed (in a participative manner) legal frameworks and their constant evolution (Codes, Laws, Texts), the "doctrines doctrines "We also look at the various technical "tools" available, whether in terms of procedures or project set-up (urban planning documents, or public or private construction or development projects). Also analyzed and presented are the tools and conditions for dialogue and consultation (examining different operating methods), land-use approaches land approaches (land management and the tools needed to achieve it), assessment of the multiple issues (financial, socio-economic and political), and finally, decision-making decision-making processes. The various aspects mentioned above are highlighted as factors that condition the success - and hence the successful spatial translation - of all development projects, whatever their nature. nature nature dimension.

Focusing on all regions, the module is also intended to focus on issues specific to coastal areas. coastal areasand similar areas. Because coastal areas have their own specific characteristics, a specific approach to these areas is essential, complementing the general approaches (Loi Littoral, Loi sur l'Eau, servitudes, changes in frameworks and texts).

Finally, the backdrop to this module is the systematic highlighting of the many debates and issues involved in the confrontation between theurgency (or priority) socio-economic urgency (or priority) environmentalwith an understanding of trade-offs and adjustments that this confrontation gives rise to. The current ecological and transitional urgency and the acceleration of the confrontations / conflicts of interest are examined and put into perspective.

With regard to the management "This theme is also described and analyzed for each of the points covered by the planning stage, both as a consequence of the planning stage, and as a consequence of the planning stage . consequence of the actions undertaken and as a condition for success -in the medium and long term- of projects on any scale.

See full page

The Bibliographic Project UE provides training in documentary research, including the use of search engines, databases and bibliographic reference management tools. Students work in pairs on a topic they have defined themselves, in line with their training. This documentary research is enhanced by the writing of a synthesis and a poster.

See full page

Sociologists of science consider controversies to be inherent to the process of knowledge production. They refer to (1) situations of discussion between scientists who oppose or agree on the data they produce, but also (2) mobilizations that develop within the framework of institutionalized public debates or more informal exchanges. These controversies provide an opportunity to observe science and decisions in the making, as they are nourished by knowledge that has not yet stabilized. They provide examples from which to rethink the relationship between science and society, and in so doing, the challenges of technical democracy, at the interface of several disciplines.

See full page

TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

See full page

At the end of this module, students should be able to understand an economic analysis of a water management project/policy. They should be familiar with the principles of cost-benefit analysis, valuation methods, parameters and indicators. They will learn to take a critical look at evaluations and the parameters and indicators used.

See full page

The Practical GIS course provides training in the use of Geographic Information Systems (GIS), including basic concepts of geographic information and mastery of the free software QGIS. The majority of the course is devoted to an introduction to GIS, alternating between lectures and practical exercises. At the end of the course, a personalized cartographic project enables students to reorganize the concepts they have already learned. An introductory conference with professionals puts into perspective the interest of GIS approaches in general hydrology.

See full page

See full page

See full page

This course is an introduction to quantitative survey methods in the social sciences.

He is interested in the use of statistics and the definition of categories to describe the social world, as well as the objectification of representations.

It puts the questionnaire tool into practice by creating a questionnaire, administering it and analyzing the results.

See full page

TD courses in English for students in the Water Science program, aimed at professional autonomy in the English language.

See full page

The module presents managerial and multi-criteria approaches to assessing water services.

The module focuses on the management of drinking water and wastewater services, as well as irrigation water distribution services. It provides an understanding and critical vision of the tools used to manage these services.

The module is organized into 3 main stages:

• Analysis and evaluation of the economic, financial and technical performance of water and wastewater services, with a focus on financial analysis and performance indicators for water services.
• Environmental assessment, with a presentation of global approaches (Life Cycle Assessment) versus local approaches.
• An analysis of service sustainability

The course uses case studies to illustrate the various concepts covered. Particular emphasis is placed on the relative nature of performance, a multi-dimensional notion that evolves over time and varies according to the points of view considered.

See full page

See full page

See full page

This module aims to give students a practical understanding of the implementation of IWRM and participation in water management, using an active teaching approach.

It revolves around the "Cooplage" system for supporting the implementation of participatory approaches to water management, developed by researchers at UMR GEAU, and the associated Agreenium MOOC Terr'eau & co.

Students will work in small groups, involving students from different Water Master's courses, on case studies stemming from the contributors' current research projects. Learning will take place through the use of some of the "Cooplage" tools on their case study, in particular modeling and participatory simulation in the form of role-playing. To anchor their work, students will be put in touch with the people behind these case studies. 

In view of health constraints, this year's EU will take place entirely off-line. Modeling and games will be carried out on a virtual table.

See full page

This methodological module teaches qualitative survey techniques and inductive reasoning. Students will be trained to conduct open interviews, carry out field observations and learn to analyze empirical data. Students will put these lessons into practice by carrying out a collective survey on a controversy linked to water or the environment (in connection with the lessons received in UE 118).

See full page

The aim is to study the involvement of local authorities in environmental matters and the action of government departments. To do this, we'll be looking at local authority competence in water management, as well as the role of inter-municipal cooperation structures in water management and resource protection.

Students should be familiar with French jurisdictional organization, the normative hierarchy and legal balances. An introduction to legal mechanisms (notion of contract, rudiments of corporate law, etc.) will also be useful. The use of contracts as a means of administering resources (public service delegations and public procurement) will also be considered. For a complete understanding of the subject of this study, it is essential to consider the treatment of coastal waters in our region.

A study of the exercise of administrative police powers in the field of water management will be necessary to understand the law on ICPE and IOTA, and to consider territorial environmental planning and water resource management (SDAGE, SAGE and other schemes).

Watercourse law in France and the study of the small and large water cycle will help us understand how risk planning and the implementation of what is known as GEMAPI competence have developed in recent years.

Finally, with a lawyer specializing in environmental law and particularly experienced in water resource litigation, students will be able to reflect on conflict resolution mechanisms.

In this way, it will be possible to examine effective public participation in water management, and the recognition and assertion of the right to water and the right to sanitation.

A quick look at EU water law and European environmental law will complete the training.

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Every future Master's graduate, whether with a "Professional" or "Research" profile, needs to master the tools and codes of effective scientific written communication. Improving your scientific writing skills is essential if you are to add value to your work and communicate it to your peers, colleagues, clients...

See full page

Governance is a polysemous word, used in opposition to government to indicate a less centralized form of power. The term's success probably stems from its ambiguity. Indeed, it is a concept sometimes used to challenge central executive power (monarchy, corporate management, etc.) in a context where it is perceived as hegemonic, and sometimes used to call for more government, in a market context perceived as chaotic, but in which the dominant ideology is opposed to centralized intervention. It is therefore both a concept for demanding more and less government.

This UE approaches governance from a critical and reflexive angle, with a historical depth that integrates the evolutionary trajectories of public action between globalization and Europeanization on the one hand, and decentralization and territorialization on the other, in contexts of growing uncertainty, global change and transitions. In particular, it explores the following questions:

• Governance? Dominant concept, critical approach, institutional, socio-political context, emergence, evolution in a context of global change?
• Construction of water policies and governance; Role of concepts and discourses; How can modes of governance be influenced or changed? How can collective values promoted by IWRM be better taken into account? Importance of the long term, historical depth and foresight?
• What room for maneuver do stakeholders have at local, national and international levels? What are the strategies for managing a water territory? Illustrating the diversity of modes of governance
• Water governance: between integration and fragmentation?
• Water as an 'inter-connecting fluid' for stakeholders and ecosystems: what kind of governance is needed for these interactions and their social translation?

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The three main models of irrigation worldwide - large-scale hydraulics, community irrigation and private irrigation - are presented in their historical context, based on an in-depth documentary analysis and illustrations of concrete cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, actors, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various case studies, presented in PowerPoint presentations, videos and articles.

The main references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models linked to irrigation. The analysis is based on a critical analysis of dualistic development theory, applied to irrigation systems.

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KNOWLEDGE - Passing on knowledge (in the case of Gironde), concerning :

• A - Water legislation
• B - Irrigation engineering
• C - Assessment and performance of water management systems
• D - Economic evaluation of public policies
• E - Management tools for economic regulation
• F - Financial management of development projects
• G - Water governance systems
• H - Environmental impact assessment methods
• I - Groundwater management

KNOW-HOW - Bringing concrete experience to bear and conveying the situational viewpoint of a territorial engineer through case studies to achieve, on the theme of water :

• territorial analysis and forecasting ;
• territorial design actions (production with mastery of procedures, budgetary coordination and steering (elected representatives relations) of territorial and urban projects);
• management of territorial and urban projects (human resources management).

SKILLS - Learn how to design a project, while taking into account the heritage nature of water, and learn about the jobs of a territorial engineer, who can be positioned in the following positions:

• a - environmental consultant / project manager / advisor / engineer,
• b - watershed coordinator
• c - coordinator of SAGE, regional or national parks

I can give a testimonial on the following trades:

• d - Water-environment project manager for international organizations
• e - corporate environment manager
• f - researcher or research engineer in environmental social sciences

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This course covers project planning and task time estimation, the SWOT matrix/sabotage exercise, risk management, meeting organization and facilitation, and oral project presentation. Other elements of project management can be addressed on a case-by-case basis, such as financial management, the role of the project manager, relations with partners, and the use of tools such as the to-do list, Kanban, shared calendar, etc.

Following on from the Project Management UE of Master 1, the Project Management UE of Master 2 is designed to verify the assimilation of skills acquired in the previous year, and to go further by focusing on a longer project (a few weeks to a few months), whether individual or in a group, a study project or a personal project.

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The EU aims to provide elements for building a historical framework and analyzing archives on water management.

It covers the history of water management models, the history of hydraulic engineers and hydraulics, and the social and political history of water management in the Latin American country of Ecuador.

It also presents the departmental archive system.

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Water-related issues are often presented from a purely technical and/or functional angle. The idea is to manage the resource "well" (equitably, economically, respectfully of nature, etc.), based on available scientific knowledge. However, this approach is unrealistic. Whatever the territorial scale concerned, water management is largely structured by political issues.

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Through the involvement of professionals, this course gives students an insight into the professions and players involved in water and aquatic environments in France.

The course consists of 4 sequences, with speakers from local authorities, private engineering firms and government departments.

Sequence 1: Overview of "Major Cycle" professions: river management and protection, flood prevention and "Minor Cycle" professions: drinking water, wastewater treatment, rainwater. This sequence defines the professions and discusses their development

Sequence 2: Presentation of public contracting (specifications, regulations, public contracts), project management (carrying out studies in response to public orders, consortiums) and execution (carrying out and monitoring work).

Sequence 3: Regulatory dossiers, monitoring work by the water police: Checking the conformity of development projects, law enforcement

Sequence 4: Professions linked to aquatic environment management: environmental contract (management and implementation of management projects) and SAGE (local water planning, monitoring, observatory, data management, popularization, relationship with science).

In these sequences, the participants present their jobs and their relationships with other players in water management.

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This is a cross-disciplinary course that mobilizes a variety of tools and knowledge:

• in the form of a workshop,
• over a longer period of time during M2: a single project organized into 2 complementary phases (Interdisciplinary Project 1 and Interdisciplinary Project 2) for common pedagogical objectives and skills acquisition.

It enables students to carry out an interdisciplinary project in its entirety, in the form of an interdisciplinary study relating to socio-political, economic, environmental and health issues, hydrological or hydraulic modeling, risk management, etc.  

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The aim of this cross-disciplinary course is to give students from several courses the opportunity to organize an event-based project on a topical water-related theme, in line with their commitments, their career plans, societal issues and the challenges of global transitions and changes....

The project is led by the students, from definition to implementation at the event, with occasional support from the teaching teams at key stages.

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The aim of this joint course with AgroParisTech's specialized post-master's degree in "Water Management" is to provide students with a development profile with an insight into the issues and organization of development projects on the theme of water (drinking water, sanitation, agricultural water).

This course alternates between testimonials, feedback from experts and development professionals on water issues, and testimonials from students (Mastère Spécialisé Gestion de l'Eau) or students with international experience in water or agriculture.

This course is open as an option to students of the Master's degree in Water Sciences, subject to a numerus clausus of students.

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Water resources and their management are often approached through the knowledge and principles established in the developed countries of the temperate zone. Yet the countries of the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly modify our points of view and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in developing countries draw on their practical experience to reflect on the specific nature of hydrological and geochemical processes in very dry or very wet tropical regions, the consequences of anthropization and the challenges of sustainable water resource management.

A significant amount of time is devoted to critical analysis of scientific articles dealing with water resources and their management in the South.

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The aim of this course is to present the current and future impacts on all sectors associated with the water sector.

What are the trends in climate extremes such as droughts and floods, and in the regions affected by these extremes? What impact will this have on underground and surface water resources, agricultural land and irrigation methods?

How are sea levels and coastlines changing? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through a series of lectures given by specialists from different fields, and covering all the Water Master's courses, this course will present the latest advances in this field.

Through TD and TP sessions, students will be asked to work in groups on a particular theme (using an example) associating climate change with a water-related field, in order to present a summary of the subject. This work will be presented in the form of a mini-seminar, and will be assessed as part of this course.

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The aim of this cross-disciplinary course is to give students from several courses the opportunity to organize an event-based project on a topical water-related theme, in line with their commitments, their career plans, societal issues and the challenges of global transitions and changes....

The project is led by the students, from definition to implementation at the event, with occasional support from the teaching teams at key stages.

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The aim of this joint course with AgroParisTech's specialized post-master's degree in "Water Management" is to provide students with a development profile with an insight into the issues and organization of development projects on the theme of water (drinking water, sanitation, agricultural water).

This course alternates between testimonials, feedback from experts and development professionals on water issues, and testimonials from students (Mastère Spécialisé Gestion de l'Eau) or students with international experience in water or agriculture.

This course is open as an option to students of the Master's degree in Water Sciences, subject to a numerus clausus of students.

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Water resources and their management are often approached through the knowledge and principles established in the developed countries of the temperate zone. Yet the countries of the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly modify our points of view and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in developing countries draw on their practical experience to reflect on the specific nature of hydrological and geochemical processes in very dry or very wet tropical regions, the consequences of anthropization and the challenges of sustainable water resource management.

A significant amount of time is devoted to critical analysis of scientific articles dealing with water resources and their management in the South.

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The issue at stake in the EIT is the sustainability of water resources, linked to the evolution of uses in a northern or southern climatic context subject to climate change and marked uses, particularly in agriculture.

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The aim is to study the involvement of local authorities in environmental matters and the action of government departments. To do this, we'll be looking at local authority competence in water management, as well as the role of inter-municipal cooperation structures in water management and resource protection.

Students should be familiar with French jurisdictional organization, the normative hierarchy and legal balances. An introduction to legal mechanisms (notion of contract, rudiments of corporate law, etc.) will also be useful. The use of contracts as a means of administering resources (public service delegations and public procurement) will also be considered. For a complete understanding of the subject of this study, it is essential to consider the treatment of coastal waters in our region.

A study of the exercise of administrative police powers in the field of water management will be necessary to understand the law on ICPE and IOTA, and to consider territorial environmental planning and water resource management (SDAGE, SAGE and other schemes).

Watercourse law in France and the study of the small and large water cycle will help us understand how risk planning and the implementation of what is known as GEMAPI competence have developed in recent years.

Finally, with a lawyer specializing in environmental law and particularly experienced in water resource litigation, students will be able to reflect on conflict resolution mechanisms.

In this way, it will be possible to examine effective public participation in water management, and the recognition and assertion of the right to water and the right to sanitation.

A quick look at EU water law and European environmental law will complete the training.

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Every future Master's graduate, whether with a "Professional" or "Research" profile, needs to master the tools and codes of effective scientific written communication. Improving your scientific writing skills is essential if you are to add value to your work and communicate it to your peers, colleagues, clients...

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Governance is a polysemous word, used in opposition to government to indicate a less centralized form of power. The term's success probably stems from its ambiguity. Indeed, it is a concept sometimes used to challenge central executive power (monarchy, corporate management, etc.) in a context where it is perceived as hegemonic, and sometimes used to call for more government, in a market context perceived as chaotic, but in which the dominant ideology is opposed to centralized intervention. It is therefore both a concept for demanding more and less government.

This UE approaches governance from a critical and reflexive angle, with a historical depth that integrates the evolutionary trajectories of public action between globalization and Europeanization on the one hand, and decentralization and territorialization on the other, in contexts of growing uncertainty, global change and transitions. In particular, it explores the following questions:

• Governance? Dominant concept, critical approach, institutional, socio-political context, emergence, evolution in a context of global change?
• Construction of water policies and governance; Role of concepts and discourses; How can modes of governance be influenced or changed? How can collective values promoted by IWRM be better taken into account? Importance of the long term, historical depth and foresight?
• What room for maneuver do stakeholders have at local, national and international levels? What are the strategies for managing a water territory? Illustrating the diversity of modes of governance
• Water governance: between integration and fragmentation?
• Water as an 'inter-connecting fluid' for stakeholders and ecosystems: what kind of governance is needed for these interactions and their social translation?

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The three main models of irrigation worldwide - large-scale hydraulics, community irrigation and private irrigation - are presented in their historical context, based on an in-depth documentary analysis and illustrations of concrete cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, actors, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various case studies, presented in PowerPoint presentations, videos and articles.

The main references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models linked to irrigation. The analysis is based on a critical analysis of dualistic development theory, applied to irrigation systems.

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