Water and Agriculture (EA)

The content of the EU is organized into six course sequences:
- Climate: meteorological variables, major climates of the Earth
- Surface energy balance: radiative, conductive, and convective fluxes, surface energy balance,
reference evapotranspiration (Penman and Penman-Monteith approaches)
- Plants: 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 on agriculture

Objectives:

The objective of the module is to provide the theoretical basis for the influence of climate on plant production
. The targeted skills are knowledge of the fundamentals
of ecophysiology and the relationships between climate, water, and plant production.

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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.

A practical scenario is planned using exercises or case studies so that students acquire the right reflexes and learn how to use project management tools.

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The EU Bibliographic Project consists of 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 chosen themselves, related to their course of study. This documentary research is enhanced by the writing of a summary and a poster.

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Program:

• Reminders about soil physics
• General principles of hydrostatics (concepts of adsorption, capillarity, water energy potentials, principles of conservation of matter, soil retention curves)
• Flow in saturated and unsaturated soils (Darcy's law, Richards' equation, etc.)
• Concepts of numerical solution of Richards' equation
• Water flow dynamics in the field
• Methodology for measuring the hydrodynamic properties of soils

The EU places significant emphasis on tutorials and practical work. Experiments will be conducted during sessions on agricultural plots. Simple calculation or modeling exercises will be carried out to illustrate the numerical application of all the physical concepts presented in lectures.  The examples used in these exercises will be based on these experimental results on the one hand, and on specific problems in the agricultural sector on the other. 

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The EU draws on the principles of physics (conservation of mass, energy, and momentum) to address issues relating to river hydraulics (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
The lessons are largely based on experiments at the Supagro hydraulic laboratory, where uniform flows, flows at control structures, and transition regimes are studied. The analysis of these processes draws on the theoretical knowledge acquired during the module and problem-solving tools that can be used to diagnose real-life situations. 

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English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

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The issue of contaminants in the aquatic environment is addressed from a multidisciplinary scientific perspective (chemistry, geochemistry, microbiology, etc.) while also addressing regulatory aspects:

• Presentation of the main contaminants in the aquatic environment: chemical contaminants such as major elements, trace metals, organic micropollutants (pesticides, hydrocarbons, endocrine disruptors, microbiological contaminants, etc.), radioelements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants depending on aquatic environments, taking into account the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrological and hydrogeological basins.

• Presentation of interactions between microorganisms and organic and inorganic contaminants and their consequences on the fate of contaminants in the aquatic environment; application in bioremediation.

These lessons are illustrated through examples from current events, such as antibiotic resistance, and/or topics researched by the speakers.

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The lessons mainly consist of a detailed presentation of the fundamentals of land use planning: The main legal frameworks are presented and analyzed (in a participatory manner). legal frameworks and their constant evolution (codes, laws, texts), the " doctrines " that condition their implementation, as well as the various technical "tools" involved in procedures and file preparation (urban planning documents, or public or private construction or development projects). The tools and conditions for dialogue and consultation (examination of different operating modes), land approaches (land management and tools for this management), the assessment of multiple issues (financial, socio-economic, and political), and finally the decision-making process decision-making. The various aspects mentioned above are highlighted as factors that determine the success—and therefore the successful spatial translation—of all development projects, regardless of their nature and scale.

Focused on all territories, the module also aims to address issues specific to coastal areasand similar areas. Because coastal areas have specific characteristics, a particular approach to these spaces is essential to complement general approaches (Coastal Law, Water Law, easements, 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 theemergency (or priority) socio-economic and environmental urgency (or priority) environmental, with an understanding of trade-offs and adjustments that this confrontation raises. The urgency of the ecological and transitional crisis, as well as the acceleration of confrontations / conflicts of interest are examined and put into perspective.

With regard to the " management " of territories, presented in the EU title ("From Planning to Management of Territories") as resulting from the planning stage, this theme is also described and analyzed for each of the points outlined that relate to planning, both as a consequence of the actions carried out and as a condition for the success — in the medium and long term — of projects implemented in a territory, regardless of their scale.

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

It will also enable students to 1) learn about the specific characteristics of benthic ecosystems and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) acquire knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and anthropization on aquatic ecosystems and their functioning, including socio-economic repercussions. This EU will develop marine environment and marine animal health monitoring networks by addressing mortality issues.

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Present the main processes involved in treating liquid effluents and treating and managing the by-products generated. This course is based on learning about the overall environmental impact of water resource management, wastewater, and treatment by-products. The design and implementation of treatment processes are addressed through the urban and industrial water cycle.

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Water is at the heart of multiple and conflicting issues, visions, and interests. The articulation of these different elements raises the question of integrated water resources management (IWRM) and regulation (particularly through public policy), 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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The content of the EU is organized into three parts:

1) Water cycle and water balance
• Main reservoirs
• Mechanisms of the water cycle
• Water circulation: from the global scale to the watershed scale
• Humans: their influence on the water cycle

2) The atmospheric phase of the water cycle – Hydrology
• The watershed
• Atmospheric circulation and precipitation
• Evapotranspiration
• Infiltration
• Runoff

3) The underground phase of the water cycle – Hydrogeology
• Porous media and their hydrodynamic properties
• Different types of aquifers
• Piezometric levels and maps

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The "Ocean, Atmosphere, Climate" module presents the fundamental principles of atmospheric dynamics and ocean dynamics, and provides a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

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This course focuses on mastering communication tools for the workplace, i.e. learning: -(i) how to write a resume, cover letter, and email for an unsolicited application; -(ii) how to introduce yourself in a very short time, either orally or in writing; -(iii) how to answer interview questions and avoid pitfalls.

Learning these tools involves a theoretical presentation of the tools, but also very quickly putting them into practice. To do this, students will work in small groups, simulating realistic situations such as job interviews and presentations. The aim is to learn how to master these different tools as effectively as possible.

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

• in "reality show" sessions, where each person will have to introduce themselves to the other in less than 3 minutes, be put in job interview situations, or make spontaneous applications/presentations.
• On workshops for writing emails, cover letters, and resumes.

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The GIS Practice course consists of training in the use of Geographic Information Systems, incorporating basic concepts relating to geographic information and proficiency in the free software QGIS. Most of the course is devoted to an introduction through a combination of lectures and practical exercises. A personalized summary mapping project allows students at the end of the course to review the concepts they have learned. An introductory lecture with professionals provides perspective on the value of GIS approaches in general hydrology.

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The module is divided into four sections. Sequence 1 presents the basic concepts and analytical frameworks for a farm and its operation, including its biophysical, technical, and economic determinants. Sequence 2 takes a closer look at the decision-making processes that underlie the establishment and management of cropping systems within the farm. The last two sequences focus on the regional level. Sequence 3 focuses on representing the diversity of cropping systems and farms, and its application to analyzing the joint dynamics of agricultural uses and water resources in a territory. Sequence 4 addresses the issue of coordinating the technical choices of farms within a territory, with an application to watershed management.

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English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

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

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

It is based on the "Cooplage" support system for the implementation of participatory approaches to water management, developed by researchers at the UMR GEAU, and the Agreenium MOOC associated with Terr'eau & co.

Students will work in small groups, bringing together students from different tracks of the Master's in Water program, on case studies drawn from the lecturers' current research projects. Learning will take place through the implementation of certain tools from the "Cooplage" system on their case studies, in particular modeling and participatory simulation in the form of role-playing. In order to anchor their work, students will be put in contact with the leaders of these case studies. 

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In water sciences, the use of probability and statistics for processing hydroclimatic or water quality data is essential. Lectures and practical tutorials will help students refresh their knowledge (high school and bachelor's degree exam questions), and then some new concepts will be introduced (in particular, tests of compliance with a law).

The course is structured around the following chapters:

1. Elementary probability theory, combinatorial analysis. (lecture session no. 1, tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (lecture session no. 2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability distributions (binomial distribution, Poisson distribution, normal distribution, Gamma distribution, Gumbel distribution) and their applications (lecture 3, tutorial 4)
6. Tests of belonging to a law (covered in TD5)

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This EU is sequenced according to the following activities: First steps - R environment; R structures; Inputs and outputs in R; Manipulating R structures; The basics of algorithms; Programming structures in R; Mini-project in groups on an R function to be created for an applied "Water" problem.

Objectives:

The EU's objectives are 1) to present the basics of the interpreted language of an engineering tool (environment, structures, inputs/outputs, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create one's own functions and programs using practical examples in water science so that 3) students can independently continue their self-training and expertise in R.

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Historically, the issue of managing access to water resources first arose in relation to river water, which is closely linked to prevailing climatic conditions, and water supplied by man-made distribution systems. It is only more recently that consideration has been given to managing groundwater, which is less subject to problems of temporary scarcity (except for aquifers accompanying rivers). In most cases, access to this groundwater is individual, with each user (particularly farmers) accessing it by drilling at the point of use. However, these underground resources also need to be managed, as they are increasingly exploited and sometimes even overexploited.

This module addresses the issue of groundwater resource management by first presenting the contributions of each physical science discipline (geology, hydrogeology, geochemistry, isotopy) and their tools for understanding aquifers (in terms of geology: outcrops, drilling, logging, seismic profiles, etc.; in terms of hydrogeology: piezometry, pumping tests, sampling points/outlets, quantities extracted, etc.): geometry, structure, and hydrological functioning.

He then discusses the importance 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). The difficulties involved in determining groundwater withdrawals and the methods used to reveal them are also explained.

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

Finally, it lists the various methods for rebalancing groundwater supply and demand. First, it outlines ways to increase water supply (active groundwater management, resource substitution) or prevent contamination of good-quality water by poorer-quality water. Examples include active management of karst aquifers (Lez system), artificial recharge (e.g., Seine catchment fields in Paris), inter-seasonal/inter-annual recharge (Llobregat, Catalonia), recharge with wastewater (California), and dams to prevent the contamination of fresh water by salt water.

Secondly, it outlines solutions that address water demand. These solutions are based on two individual decision-making drivers that can sometimes be combined: maximizing individual utility and being part of a society that encourages "pro-social" behavior. Solutions that directly affect groundwater demand (pricing, quotas, water rights trading) will be explored, as well as indirect solutions (purchasing land that can protect a resource, agricultural or energy policies that can positively or negatively influence the development of individual withdrawals, etc.).

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The content of the EU is divided into five sections: 

1. A presentation of the techniques and principles of optical, thermal, and radar remote sensing,
2. A presentation of the main data sources (images, altimetry products) and a practical exercise in data retrieval.
3. Acquisition through practice of preprocessing methods (geometric and radiometric corrections) for optical and radar images, frequently used in Geographic Information Systems.
4. A series of lectures and practical exercises illustrating the value of different types of remote sensing data for hydrology and 
5. The contribution of remote sensing to answering environmental questions

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Optimized management and protection of water resources (surface or groundwater) requires consideration of water quality. The assessment of the qualitative status of water bodies, particularly with regard to the legislative frameworks in force, is based on specific chemical and microbiological quality criteria, as well as standards adapted to the types of uses envisaged for these resources.

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As part of this course unit, students will be required to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical information acquired in situ; - (2) process and analyze them using the appropriate software; - (3) interpret them by integrating the knowledge acquired in the "Field Internship," "Hydrogeophysics," "Water Quality and Microbiology," and "Underground Hydrodynamics" courses.

This course will include a short theoretical introduction, followed by practical lessons given in a dedicated room (Hydraulic Hall) and a field trip to connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply (AEP).

See the 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.

A practical scenario is planned using exercises or case studies so that students acquire the right reflexes and learn how to use project management tools.

See the full page

See the full page

The EU Bibliographic Project consists of 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 chosen themselves, related to their course of study. This documentary research is enhanced by the writing of a summary and a poster.

See the full page

Program:

• Reminders about soil physics
• General principles of hydrostatics (concepts of adsorption, capillarity, water energy potentials, principles of conservation of matter, soil retention curves)
• Flow in saturated and unsaturated soils (Darcy's law, Richards' equation, etc.)
• Concepts of numerical solution of Richards' equation
• Water flow dynamics in the field
• Methodology for measuring the hydrodynamic properties of soils

The EU places significant emphasis on tutorials and practical work. Experiments will be conducted during sessions on agricultural plots. Simple calculation or modeling exercises will be carried out to illustrate the numerical application of all the physical concepts presented in lectures.  The examples used in these exercises will be based on these experimental results on the one hand, and on specific problems in the agricultural sector on the other. 

See the full page

The EU draws on the principles of physics (conservation of mass, energy, and momentum) to address issues relating to river hydraulics (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
The lessons are largely based on experiments at the Supagro hydraulic laboratory, where uniform flows, flows at control structures, and transition regimes are studied. The analysis of these processes draws on the theoretical knowledge acquired during the module and problem-solving tools that can be used to diagnose real-life situations. 

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

See the full page

The content of the EU is organized into six course sequences:
- Climate: meteorological variables, major climates of the Earth
- Surface energy balance: radiative, conductive, and convective fluxes, surface energy balance,
reference evapotranspiration (Penman and Penman-Monteith approaches)
- Plants: 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 on agriculture

Objectives:

The objective of the module is to provide the theoretical basis for the influence of climate on plant production
. The targeted skills are knowledge of the fundamentals
of ecophysiology and the relationships between climate, water, and plant production.

See the full page

See the full page

This course introduces students to contaminants in the aquatic environment, which is essential for assessing risks to the health of ecosystems and humans and for managing water resources. That is why the program includes a presentation of the various contaminants in the environment and the regulations governing them.

The courses in this teaching unit are taught by faculty members and researchers (multidisciplinary teaching unit) whose research focuses on issues related to contaminants in aquatic environments.

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The lessons mainly consist of a detailed presentation of the fundamentals of land use planning: The main legal frameworks are presented and analyzed (in a participatory manner). legal frameworks and their constant evolution (codes, laws, texts), the "  doctrines  " that condition their implementation, as well as the various technical "tools" involved in procedures and file preparation (urban planning documents, or public or private construction or development projects). The tools and conditions for dialogue and consultation (examination of different operating modes), land approaches (land management and tools for this management), the assessment of multiple issues (financial, socio-economic, and political), and finally the decision-making process decision-making . The various aspects mentioned above are highlighted as factors that determine the success—and therefore the successful spatial translation—of all development projects, regardless of their nature and scale .

Focused on all territories, the module also aims to address issues specific to coastal areas and similar areas. Because coastal areas have specific characteristics, a particular approach to these spaces is essential to complement general approaches (Coastal Law, Water Law, easements, 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 the emergency (or priority) socio-economic and environmental urgency (or priority) environmental , with an understanding of trade-offs and adjustments that this confrontation raises. The urgency of the ecological and transitional crisis, as well as the acceleration of confrontations / conflicts of interest are examined and put into perspective.

With regard to the "  management  " of territories, presented in the EU title (" From Planning to Management of the Territory") as resulting from the planning stage, this theme is also described and analyzed for each of the points outlined that relate to planning, both as a consequence of the actions carried out and as a condition for the success — in the medium and long term — of projects implemented in a territory, regardless of their scale.

See the full page

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

It will also enable students to 1) learn about the specific characteristics of benthic ecosystems and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) acquire knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and anthropization on aquatic ecosystems and their functioning, including socio-economic repercussions. This EU will develop marine environment and marine animal health monitoring networks by addressing mortality issues.

See the full page

Present the main processes involved in treating liquid effluents and treating and managing the by-products generated. This course is based on learning about the overall environmental impact of water resource management, wastewater, and treatment by-products. The design and implementation of treatment processes are addressed through the urban and industrial water cycle.

See the full page

See the full page

See the full page

Water is at the heart of multiple and conflicting issues, visions, and interests. The articulation of these different elements raises the question of integrated water resources management (IWRM) and regulation (particularly through public policy), 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 the full page

The course is organized into three main chapters, alternating with tutorials applied to engineering problems. In the first part, after describing the major water reservoirs on a global scale and the basic principles of the water cycle in general, it addresses the effects of human activities on this cycle. The second part is devoted to the atmospheric part of this cycle, from precipitation to infiltration. The third part focuses on aquifers and groundwater, from the pore scale to the catchment scale.

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The "Ocean, Atmosphere, Climate" module presents the fundamental principles of atmospheric dynamics and ocean dynamics, and provides a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

See the full page

See the full page

See the full page

This course focuses on mastering communication tools for the workplace, i.e. learning: -(i) how to write a resume, cover letter, and email for an unsolicited application; -(ii) how to introduce yourself in a very short time, either orally or in writing; -(iii) how to answer interview questions and avoid pitfalls.

Learning these tools involves a theoretical presentation of the tools, but also very quickly putting them into practice. To do this, students will work in small groups, simulating realistic situations such as job interviews and presentations. The aim is to learn how to master these different tools as effectively as possible.

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

• in "reality show" sessions, where each person will have to introduce themselves to the other in less than 3 minutes, be put in job interview situations, or make spontaneous applications/presentations.
• On workshops for writing emails, cover letters, and resumes.

See the full page

The GIS Practice course consists of training in the use of Geographic Information Systems, incorporating basic concepts relating to geographic information and proficiency in the free software QGIS. Most of the course is devoted to an introduction through a combination of lectures and practical exercises. A personalized summary mapping project allows students at the end of the course to review the concepts they have learned. An introductory lecture with professionals provides perspective on the value of GIS approaches in general hydrology.

See the full page

See the full page

The module is divided into four sections. Sequence 1 presents the basic concepts and analytical frameworks for a farm and its operation, including its biophysical, technical, and economic determinants. Sequence 2 takes a closer look at the decision-making processes that underlie the establishment and management of cropping systems within the farm. The last two sequences focus on the regional level. Sequence 3 focuses on representing the diversity of cropping systems and farms, and its application to analyzing the joint dynamics of agricultural uses and water resources in a territory. Sequence 4 addresses the issue of coordinating the technical choices of farms within a territory, with an application to watershed management.

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

See the full page

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Optimized management and protection of water resources (surface or groundwater) requires consideration of water quality. The assessment of the qualitative status of water bodies, particularly with regard to the legislative frameworks in force, is based on specific chemical and microbiological quality criteria, as well as standards adapted to the types of uses envisaged for these resources.

See the full page

As part of this course unit, students will be required to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical information acquired in situ; - (2) process and analyze them using the appropriate software; - (3) interpret them by integrating the knowledge acquired in the "Field Internship," "Hydrogeophysics," "Water Quality and Microbiology," and "Underground Hydrodynamics" courses.

This course will include a short theoretical introduction, followed by practical lessons given in a dedicated room (Hydraulic Hall) and a field trip to connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply (AEP).

See the full page

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

It is based on the "Cooplage" support system for the implementation of participatory approaches to water management, developed by researchers at the UMR GEAU, and the Agreenium MOOC associated with Terr'eau & co.

Students will work in small groups, bringing together students from different tracks of the Master's in Water program, on case studies drawn from the lecturers' current research projects. Learning will take place through the implementation of certain tools from the "Cooplage" system on their case studies, in particular modeling and participatory simulation in the form of role-playing. In order to anchor their work, students will be put in contact with the leaders of these case studies. 

See the full page

In water sciences, the use of probability and statistics for processing hydroclimatic or water quality data is essential. Lectures and practical tutorials will help students refresh their knowledge (high school and bachelor's degree exam questions), and then some new concepts will be introduced (in particular, tests of compliance with a law).

The course is structured around the following chapters:

1. Elementary probability theory, combinatorial analysis. (lecture session no. 1, tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (lecture session no. 2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability distributions (binomial distribution, Poisson distribution, normal distribution, Gamma distribution, Gumbel distribution) and their applications (lecture 3, tutorial 4)
6. Tests of belonging to a law (covered in TD5)

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The module content is divided into three sections:

1) a sequence defining concepts, introducing a tool (R), and reviewing vocabulary related to statistical estimation and its application to calibrating hydrological parameters;

2) a sequence on methods for analyzing uncertainties and sensitivity, and

3) a sequence on data assimilation applied to hydraulic modeling. The EU will also be introduced by a presentation from an engineering firm executive who will explain the usefulness of this type of approach in engineering.

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This EU addresses the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-energy and 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 decontaminating aquifers will also be discussed, particularly through the solutions provided by digital simulation tools.

The principles of geothermal energy will also be discussed through 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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As part of this course, students will practice project planning and estimating the time required for each task, using the SWOT matrix/sabotage exercise, risk management, organizing and leading meetings, and giving oral presentations on the project. Other aspects of project management may be addressed on a case-by-case basis, such as financial management, the role of the project manager, relationships with partners, and the use of tools such as to-do lists, Kanban, shared calendars, etc.

Following on from the Project Management course in the Master's 1 program, the Project Management course in the Master's 2 program aims to assess the assimilation of the skills acquired in the previous year and to go further by focusing on a longer project (lasting from a few weeks to a few months), either individual or group-based, study-related or personal.

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

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

The various 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 related to irrigation. The analysis is based on a critical analysis of the dualist theory of development, applied to irrigation systems.

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All future Master's graduates, whether in the "Professional" or "Research" track, must master the tools and codes of effective written scientific communication. Improving one's scientific writing skills is essential for promoting one's work and communicating it to peers, colleagues, clients, etc.

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This course focuses on surface-atmosphere water and energy flux observations and modeling, integrated in catchments or irrigated perimeters, to estimate and predict crop 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 EU is based on the analysis of processes carried out during the "Field Camp" EU, as well as on the data acquired there. It aims to carry out a simulation process in response to a specific question. It comprises several phases:
• Experimental study in the laboratory and in the field: measurement of a water line and hydraulic propagation dynamics
• Creation of a simple digital model (first-order differential equation solution)
• Implementation of a model (topology-geometry description, steady-state and transient hydraulic scenarios, calibration
, scenario simulation
• Design of a hydraulic management scenario, implementation on a miniature network in the form of a role-playing game: delay time calculation, calibration of calibration curves, identification of attenuation and delay dynamics, management of control structures, evaluation of hydraulic performance.

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Geoprospecting is a discipline related to geography that aims to anticipate the future in order to imagine and design more resilient landscapes. The tools developed by geoprospective, combined with cartographic tools and tools for simulating the behavior of actors in the territory, make it possible to test the impact of more or less virtuous behaviors with regard to water resources. A large part of the EU's course time will be devoted to the use of modeling platforms so that students can learn how to use these tools.

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The EU aims to support students in gaining practical experience and a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The EU's approach is based on four key points:

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

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

3. Issues surrounding scale change,

4. Practice and critique of hydrological modeling.

The EU will provide advanced knowledge on production functions, transfer functions, global and distributed modeling. It will guide students toward the independent use of various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, cascade of reservoirs, etc.) and toward taking a step back to consider the parameterization, calibration, and validation of hydrological models.

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This EU is conducted in groups or individually. It takes place in two stages:
• Preparation: identify a topic based on your career plans
• Formulate a question based on bibliographic research and present it in the form of a bibliographic summary highlighting the question to be addressed
• Develop an experimental plan by identifying the data and resources needed to carry out the project.

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The module content is divided into six sequences:

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

2) Physicochemical and hydrological processes determining the availability and mobility of pesticides in a watershed;

3) Tutorial: guided modeling work on the transfer of plant protection products;

4) Biogeochemical cycle of phosphorus in agricultural 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 module content is divided into five sections:

1) Irrigation equipment and infrastructure;

2) Irrigation management;

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 host organization chosen by the student, which may be a company, an association, an NGO, a public or international body.
Students are expected to formalize an issue based on a rigorous state-of-the-art analysis, implement an approach, and carry out and analyze the results.
The entire project must be submitted in accordance with the terms defined between the host organization and the academic advisor. A thesis, based on a specific issue, is required for academic evaluation. This thesis, which is in no way an activity report, may be supplemented by deliverables requested by the host organization, which may or may not be included in the thesis.
The confidentiality of assessments (written or oral) is possible.

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The aim of this cross-disciplinary course unit is to offer students from various backgrounds the opportunity to organize an event-based project on a topical issue related to water, in line with their commitments, their career plans, societal challenges, and issues surrounding global transitions and change.

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

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The objective of this joint teaching unit with AgroParisTech's specialized post-master's degree in Water Management is to provide students with a development background with guidance on the challenges and organization of development projects related to water (drinking water, sanitation, agricultural water).

This EU alternates between testimonials, feedback from experts and professional development actors on water issues, and testimonials from learners (Specialized Master's in Water Management) or students who already have international experience in the field of water or agriculture.

This course unit is open as an option to students enrolled in the Master's program in Water Sciences, subject to a limited number of places.

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

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

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

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The objective of this EU is to present the current and future impacts on all sectors associated with the field of water.

What changes are occurring in terms of extreme weather events such as droughts and floods, and in the regions affected by these extremes? How does this impact groundwater and surface water resources, agricultural land, and irrigation methods?

What developments are occurring with regard to rising sea levels and coastal areas? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through various lectures given by specialists in different fields, covering all aspects of the Master's program in Water, this course unit will present the latest advances in this subject.

Through tutorials and practical sessions, students will work in groups on a specific topic (using an example) combining climate change with a water-related field, in order to present a summary of this subject. This work will be presented in the form of a mini-seminar and will be assessed as part of this course unit.

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This course unit is conducted in groups or individually. It follows on from the "Scientific Project 1" course unit. It takes place in three stages:
• Implementation: students carry out experiments and analyze the results (rooms and equipment necessary for the experiments are provided).
• Presentation: they prepare the presentation (oral + 5-page article in English) of their experiment, take a critical look at it
and present it to the sponsors, the teaching team, and the other students.
• Critical analysis: students evaluate the other articles (peer-reviewing process) and finalize their article based on the comments received.

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The module content is divided into three sections:

1) a sequence defining concepts, introducing a tool (R), and reviewing vocabulary related to statistical estimation and its application to calibrating hydrological parameters;

2) a sequence on methods for analyzing uncertainties and sensitivity, and

3) a sequence on data assimilation applied to hydraulic modeling. The EU will also be introduced by a presentation from an engineering firm executive who will explain the usefulness of this type of approach in engineering.

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This EU addresses the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-energy and 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 decontaminating aquifers will also be discussed, particularly through the solutions provided by digital simulation tools.

The principles of geothermal energy will also be discussed through 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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As part of this course, students will practice project planning and estimating the time required for each task, using the SWOT matrix/sabotage exercise, risk management, organizing and leading meetings, and giving oral presentations on the project. Other aspects of project management may be addressed on a case-by-case basis, such as financial management, the role of the project manager, relationships with partners, and the use of tools such as to-do lists, Kanban, shared calendars, etc.

Following on from the Project Management course in the Master's 1 program, the Project Management course in the Master's 2 program aims to assess the assimilation of the skills acquired in the previous year and to go further by focusing on a longer project (lasting from a few weeks to a few months), either individual or group-based, study-related or personal.

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

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

The various 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 related to irrigation. The analysis is based on a critical analysis of the dualist theory of development, applied to irrigation systems.

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All future Master's graduates, whether in the "Professional" or "Research" track, must master the tools and codes of effective written scientific communication. Improving one's scientific writing skills is essential for promoting one's work and communicating it to peers, colleagues, clients, etc.

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This course focuses on surface-atmosphere water and energy flux observations and modeling, integrated in catchments or irrigated perimeters, to estimate and predict crop 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 EU is based on the analysis of processes carried out during the "Field Camp" EU, as well as on the data acquired there. It aims to carry out a simulation process in response to a specific question. It comprises several phases:
• Experimental study in the laboratory and in the field: measurement of a water line and hydraulic propagation dynamics
• Creation of a simple digital model (first-order differential equation solution)
• Implementation of a model (topology-geometry description, steady-state and transient hydraulic scenarios, calibration
, scenario simulation
• Design of a hydraulic management scenario, implementation on a miniature network in the form of a role-playing game: delay time calculation, calibration of calibration curves, identification of attenuation and delay dynamics, management of control structures, evaluation of hydraulic performance.

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Geoprospecting is a discipline related to geography that aims to anticipate the future in order to imagine and design more resilient landscapes. The tools developed by geoprospective, combined with cartographic tools and tools for simulating the behavior of actors in the territory, make it possible to test the impact of more or less virtuous behaviors with regard to water resources. A large part of the EU's course time will be devoted to the use of modeling platforms so that students can learn how to use these tools.

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The EU aims to support students in gaining practical experience and a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The EU's approach is based on four key points:

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

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

3. Issues surrounding scale change,

4. Practice and critique of hydrological modeling.

The EU will provide advanced knowledge on production functions, transfer functions, global and distributed modeling. It will guide students toward the independent use of various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, cascade of reservoirs, etc.) and toward taking a step back to consider the parameterization, calibration, and validation of hydrological models.

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This EU is conducted in groups or individually. It takes place in two stages:
• Preparation: identify a topic based on your career plans
• Formulate a question based on bibliographic research and present it in the form of a bibliographic summary highlighting the question to be addressed
• Develop an experimental plan by identifying the data and resources needed to carry out the project.

See the full page

The module content is divided into six sequences:

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

2) Physicochemical and hydrological processes determining the availability and mobility of pesticides in a watershed;

3) Tutorial: guided modeling work on the transfer of plant protection products;

4) Biogeochemical cycle of phosphorus in agricultural systems;

5) Nitrogen cycle and balance in agricultural watersheds;

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

See the full page

The module content is divided into five sections:

1) Irrigation equipment and infrastructure;

2) Irrigation management;

3) Socio-economic analysis, consultation methods;

4) Professional conferences;

5) Case study: conversion of an irrigated system

See the full page

See the full page

See the full page

See the full page

See the full page

The aim of this cross-disciplinary course unit is to offer students from various backgrounds the opportunity to organize an event-based project on a topical issue related to water, in line with their commitments, their career plans, societal challenges, and issues surrounding global transitions and change.

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

See the full page

The objective of this joint teaching unit with AgroParisTech's specialized post-master's degree in Water Management is to provide students with a development background with guidance on the challenges and organization of development projects related to water (drinking water, sanitation, agricultural water).

This EU alternates between testimonials, feedback from experts and professional development actors on water issues, and testimonials from learners (Specialized Master's in Water Management) or students who already have international experience in the field of water or agriculture.

This course unit is open as an option to students enrolled in the Master's program in Water Sciences, subject to a limited number of places.

See the full page

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

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

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

See the full page

See the full page

The objective of this EU is to present the current and future impacts on all sectors associated with the field of water.

What changes are occurring in terms of extreme weather events such as droughts and floods, and in the regions affected by these extremes? How does this impact groundwater and surface water resources, agricultural land, and irrigation methods?

What developments are occurring with regard to rising sea levels and coastal areas? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through various lectures given by specialists in different fields, covering all aspects of the Master's program in Water, this course unit will present the latest advances in this subject.

Through tutorials and practical sessions, students will work in groups on a specific topic (using an example) combining climate change with a water-related field, in order to present a summary of this subject. This work will be presented in the form of a mini-seminar and will be assessed as part of this course unit.

See the full page

See the full page

See the full page

This course unit is conducted in groups or individually. It follows on from the "Scientific Project 1" course unit. It takes place in three stages:
• Implementation: students carry out experiments and analyze the results (rooms and equipment necessary for the experiments are provided).
• Presentation: they prepare the presentation (oral + 5-page article in English) of their experiment, take a critical look at it
and present it to the sponsors, the teaching team, and the other students.
• Critical analysis: students evaluate the other articles (peer-reviewing process) and finalize their article based on the comments received.

See the full page

See the full page