M2 - Water and Agriculture (EA)

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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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