درخت حوزه‌های تخصصی

Maritime terrorism is as old as its history. From ancient times to the first decade of the 21st century, perpetrators of all kinds of violence, including kidnapping, sabotage and direct attacks on targets, have inhabited the high seas as well as the wider marine environment. Terrorism at sea becomes important when a significant part of the world's trade is carried out by sea. One of the challenges of dealing with terrorism at sea and the inefficiency of the means to deal with it is found in the Convention on the Law of the Sea. Therefore, security in the seas is also considered a part of this convention; But in it, the issue of maritime terrorism is not addressed separately. Therefore, terrorist crimes in the seas and the fight against them are among the issues raised in international law, especially the international law of the seas, so that the first measures in this direction also go back to the era of the League of Nations. However, this article tries to use the descriptive and analytical research method while measuring the mechanisms of dealing with crimes in the sea territory, and examines the way of dealing with and suppressing terrorist crimes. Of course, according to the concern of coastal communities and international organizations caused by maritime terrorism, a suitable solution can be proposed, which is the participation of private companies to help fight terrorism in the sea, despite the disagreement about this approach and legal basis. It acted in international law.

In the current globalized scenario, in view of the existence of phenomena and dynamics that go beyond state territories, of the integration of States in supranational and globally considered political systems, it is possible to perceive the emergence of new forms of political-legal organization in the international community that raise constitutionals conceptions beyond the classical perspective of the State-centered Constitution Theory. Thus, in view of the manifestation of a quantitative and qualitative growth of international law based on the identification of constitutional elements, an issue that has been gaining importance in debates and in the internationalist agenda, the problem to be developed asks: how is the development of Global Constitutionalism composed? considering the common challenges of the globalized world that transcend state borders, the confusion between external and internal limits, as well as the transformations of law in the international order, it is necessary to analyze the present content due to the need to point out directions by where you can tread the reflection in relation to the development of Global Constitutionalism. In this sense, the present study intends to find theoretical trends that compose the identification of the development process of the Global Constitutionalism paradigm. To answer the exposed problem, some objectives need to be achieved. Initially, an overview of the perspective of classical constitutional theory will be carried out. Then, we move on to the observation of the manifestation of Constitutionalism beyond the State. Finally, trends and aspects of the development of Global Constitutionalism will be examined.

This research mainly aimed to identify the indicators of pedagogically-centered leadership in Sanandaj primary schools, which was conducted using a qualitative research approach and a descriptive phenomenology strategy. The two main questions raised in the research were as follows. According to the mentalities and experiences of the participants, what are the meanings and indicators of pedagogically-centered leadership in Iranian elementary schools? What characteristics can make pedagogically-centered leaders separate and unique leader from other educational leaders? The current research is developmental-applied in terms of purpose and qualitative in terms of approach, which was conducted using a descriptive phenomenology strategy. To collect data, 18 primary school principals were selected by purposive sampling and interviewed through three-stage phenomenological interview protocols. Their perspectives and experiences were investigated during the interviews. After conducting the interviews, the data were first manually analyzed, and then by MAXqda 2020 software, based on three-stage thematic analysis (basic, organizing, and global) of Attride-Stirling, analyzed. As the result of data analysis, 90 initial codes, 42 basic themes, 18 organizing themes, and finally, 8 global themes were specified. Also, four distinctive characteristics were identified as unique features of a pedagogically-centered leader: participation-seeker, activist of social justice and equal opportunities, valuing subcultures, and leader of leaders. Findings implicitly indicated that the implementation of this style of leadership in schools requires major changes in the mental paradigms of school community members. These changes include changing the paradigm of playing fixed roles to flexible ones, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm of teaching-centered to learning-centered, changing the paradigm of parental participation to parental involvement, and changing the paradigm of knowledge transfer to knowledge creation in students