CHOICE 1

The module's content is organized into three sections:

1) a section covering the definition of concepts, an introduction to a tool (R), and a review of statistical estimation terminology and its application to the calibration of hydrological parameters;

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

3) a module on data assimilation applied to hydraulic modeling. The course unit will also begin with a presentation by a design firm executive, who will discuss the practical applications of this type of approach in engineering.

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

The vulnerability of the groundwater resource will be assessed, and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for remediating aquifers will also be discussed, particularly through the insights provided by numerical simulation tools.

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

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As part of this course unit, students will apply project planning and estimating the time required for each task, the FFOM matrix and the “sabotage” exercise, risk management, organizing and facilitating meetings, and oral project presentations. 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.

Building on the Project Management course from the first year of the master’s program, the Project Management course in the second year is designed to assess students’ mastery of the skills acquired the previous year and to take them further by focusing on a longer-term project (ranging from a few weeks to a few months), whether individual or group-based, and whether a course project or a personal project.

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The three major global irrigation models—large-scale hydraulic systems, community irrigation, and private irrigation—are presented in their historical context, based on an in-depth literature review and examples 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 real-world examples, presented in PowerPoint presentations, videos, and articles.

The various key 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 examination of the dualist theory of development as 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 conventions of effective scientific writing. Improving one’s scientific writing skills is essential for showcasing one’s work and communicating it to peers, colleagues, clients, and others…

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