درخت حوزه‌های تخصصی

The global nuclear energy scene is changing rapidly. Some countries are phasing out nuclear technology. Some are in the nuclear renaissance, planning to promote the most ambitious new construction programme. Statemen make the proper decision in nuclear policy striking the best balance of domestic energy policies, energy-concerned foreign policies, and the dynamism of international relations. This study tries to analyse the political aspects of nuclear programmes in foreign policies and international relations in the Persian Gulf region. The study examines the reasons why oil & gas producer states want to acquire nuclear energy/weapons. It reviews the structural, psychological, and technological dimensions of nuclear politics in a neoclassical realism paradigm to find the balancing energy strategies. The research examines policy in the Kingdom of Saudi Arabia, the United Arab Emirates, and Iran. Different states' power and different perceptions of the international system allow for explaining various role players in foreign policy and energy politics. The theoretical starting point of this thesis is Neoclassical Realism in the literature of international relations. This theory offers venues for the analysis of energy diplomacy. The theory concentrates on material power and underlines the importance of state domestic structure, as well as the statesmen’s perception of the international system. These aspects create the opportunity to explain the different positions of energy choices in foreign policies of different states.

The Moroccan education system has undergone several reforms in recent years, thus concluded by the strategic vision, especially project 9 which has valued the continuing training of educational actors and framework law 51-17 in articles 34 and 35 which valued the continuous development of skills of teachers in Morocco, In this perspective the Ministry of National Education has reserved significant budgets to operationalize the continuing training of teachers on the one hand and it is committed to a Moroccan-American partnership within the framework of the Millennium project Challenge Account-Morocco. By committing to the establishment-challenge project, the ministry has set up a set of priorities, in particular the operationalization of the digital strategy for schools declared by decree 2.20.474, thus benefiting from the contribution of digital and while trying to overcome some constraints related to face-to-face training, a new regime that is continuous online training is implemented, it is the e-takwine platform. In addition, given the interest that evaluation represents for maintaining and improving the quality of a digital training device, we opted in this research, by evaluating the technopedagogical modality of e-takwine reserved at the start of the continuing training of novice teachers in Morocco and then developed for the training of all second cycle teachers from the start of the 2021-2022 school year. The sampling of our research is represented by 362 professors from the region of Fés –Meknes belonging to two different teaching cycles, and who followed their training for three months in six training modules in a more or less assiduous manner, Similarly, to conduct our survey, we administered two online questionnaires to participating teachers, in order to judge the functionality and ergonomics of the platform being researched. Finally, confirming to us that despite the satisfaction of the majority of participants with respect to the functional quality and the contribution of the device, some difficulties were noted at the levels: technical (compatibility, accessibility), functional or even with regard to technological knowledge.