The organization of the space in which we live results from the impact of man on his natural surroundings. It comes from a great many decisions, taken long ago or recently, which have shaped our environment by adapting it to our needs, for better and for worse. These decisions have stimulated development and also created imbalances : more productive world agriculture, industrial concentrations, urbanization, trade at every level, increase in average well-being, but also delocalization, pollution, damage to land, deforestation, erosion of biodiversity or climate change. Geography studies the mechanisms which have led to all these effects, in order to control them better.听
听
The objective of the training with a research focus is an introduction to the three fundamental aspects of the work of a geographer:
- to observe and describe the environment, especially with computerized databases and advanced satellite observation technology and monitoring the state of the environment through different kinds of measurements ;
- to understand and explain the processes that have been observed, especially by building models which enable them to be simulated;
- to manage resources through land development.
Students will develop skills in the field of geography and especially in the study of the interactions between human activities, geographical space and the natural environment. This is done from the perspective of both human and physical geography: it is important to bring them together. The training also provides students with the geographical techniques necessary for the study of this.
The research focus prepares students for a range of different jobs in the public and private sector or in the voluntary field as well as for being a researcher.
The teaching focus is a specially adapted programme which focuses on teaching at the higher levels of secondary education. 听
听
On successful completion of this programme, each student is able to :
1. D茅finir la question de recherche
2. Identifier les techniques, m茅thodes qui permettent de traiter la probl茅matique
3. Collecter les donn茅es et cr茅er la base de donn茅es
4. Choisir la m茅thode pour analyser les donn茅es
1. Identifier les caract茅ristiques/composantes du syst猫me et la mani猫re dont elles interagissent
2. Formuler des hypoth猫ses/tests de travail
3. D茅velopper des mod猫les (statistiques, num茅riques, conceptuels)
4. Tester par l'application, calibration et validation
5. Interpr茅ter les r茅sultats en lien avec la probl茅matique
1. Evaluer la pertinence et la fiabilit茅 des sources g茅n茅rales d'information
2. Identifier les limites des mod猫les, m茅thodes
3. Contextualiser les r茅sultats, et coupler avec d'autres r茅sultats
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1. Faire des liens entre diff茅rents aspects de la g茅ographie
2. Analyser les interactions entre l'homme et l'environnement
3. Prendre en compte les apports des autres disciplines pour r茅soudre une probl茅matique dans son ensemble
1. Communiquer oralement et par 茅crit en francais et anglais
2. Communiquer 脿 des acteurs scientifique (coll猫gues) et acteurs de terrain
3. Communiquer la d茅marche, m茅thodes et r茅sultats, discussion
4. Communiquer par la r茅alisation de sch茅mas, de cartographie, graphiques
1. Intervenir dans la gestion des ressources
2. Evaluer des projets
3. D茅velopper des outils d鈥檃ide 脿 la d茅cision
8.2. Evaluer des projets de d茅veloppement territorial.
8.3. D茅velopper des outils d鈥檃ide 脿 la d茅cision.
8.4. Concevoir des solutions dans le domaine de la gestion des ressources et de l鈥檃m茅nagement du territoire.
8.5. Tester les solutions et 茅valuer les impacts suivant des objectifs de d茅veloppement durable.
9.2. Enseigner des situations authentiques et vari茅es.
9.3. Exercer un regard r茅flexif et se projeter dans une logique de d茅veloppement continu.
Pour plus de d茅tails, consultez l鈥�Agr茅gation de l鈥檈nseignement secondaire sup茅rieur (sciences g茅ographiques).
10.2. R茅aliser des enqu锚tes de terrain.
10.3. Exploiter la banque de donn茅es spatiales.
10.4. Traiter des donn茅es avec des outils d鈥檃nalyse statistique appropri茅s.
10.5. Manipuler des logiciels d'information g茅ographique sophistiqu茅s.