Water and Agriculture (EA)

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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.

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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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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...

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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.

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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.

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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.

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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.

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.

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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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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