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The Konrad Adenauer Stiftung - REMENA (Regional Program on Energy Security and Climate Change Middle East and North Africa) in Rabat will bring together 60 young leaders from various countries within the MENA region and Turkey for a 8 day capacity building training that aims at fostering Youth negotiation and policy making skills as well as their knowledge and advocacy capacities for addressing the challenges and campaigning for sustainable solutions linked to Energy Security and Climate Change within the MENA region from the perspective of the youth. The training will be conducted by a pool of regional and international experts in the fields of negotiation and Renewables.
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Like her sisters in the West, the Arab female scientist has made discernible successes in science, especially, Science and Engineering (S&E); however, her achievement has yet to be completely translated into the S&E workforce. 2016 Data from the National Academies of Science, Engineering and Medicine, highlight the increasing number of degrees earned by women in science and engineering, especially in the Middle East North Africa Region (MENA), but when all the S&E disciplines are aggregated, it is easy to overlook both the advances in education attainment women have made in the life sciences, as well as the continuing challenges women face in some of the physical sciences and engineering fields. The present paper sheds lights on the current professional situation of Arab female scientists in the Middle East North African (MENA) region. The paper argues that women in science in the MENA region, on the one hand, have been and are being heard and seen through their: a) outstanding contributions and innovative outputs in in applied sciences (STEM) and beyond; b) participation in various international scientific gatherings; c) winning of a number of internationally recognized honors and prices; and d) securing substantial amounts of research external funding establishing transnational collaborations for launching scientific undertakings. On the other hand, Arab female scientists in the region still suffer inequality in terms of involvement in science-based professions, decision-making and power-sharing positions, which is why although the number of Arab female enrolments and graduations in post-graduate science education have increased during the current decade, many of these scientists do not make their career paths into science profession and industries, because once there, most of them are faced up with a public sphere governed by androcentrism. The paper suggests two programmatic recommendations for bridging the gap between women’s transition from education to career building in scientific fields.
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1. How can international scientific engagement assist diplomacy, advance science, and help solve global problems in a better and faster pace? 2. What can we, and by we I mean young scientists, do (in addition to what senior scientist are already doing) to help facilitate this engagement?To answer these two questions, the paper benches out into three sections, embarking on three main concepts: 1) the challenges and interplays between politicians and scientists’ communication during the process of transforming the evidence based-scientific knowledge into applicable policies that have tangible impact on the laymen’s lives; 2) the modes and functions of leadership in the science policy-making process and interaction between the two bodies: scientists and politicians; and 3), the paper will be concluded with highlight of some of the areas that both decision makers and scientists need to invest more ways and means in order to leverage tangible solution to cross-cutting societal challenges though science diplomacy.
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The thesis of this essay provokes a statement holding that the AU, compared the EU, has so far failed in its endeavor to develop an “integrated, prosperous and peaceful Africa, driven by its own citizens and representing a dynamic force in global arena”. The reason behind this partial failure is accounted for in terms the level of intergovernmental and supranational arrangements characterizing both the EU and AU. To support this claim, the paper suggests a comparative analysis of the functional mechanisms of each of the Unions, by discussing the variables of Intergovernmentalism and supranationalism, as distinguishing features between the two Unions. Three sections constitute the body of the essay: 1) a brief presentation of three key concepts: i) intergovernmentalism, ii) supranationalism, and iii) regional integration; 2) the historical contexts within which each of the Unions was created; and 3) a comparative analysis.
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This paper endeavours to offer an alternative reading to the sweeping revolutions in the Arab region from within social constructivist theory, by sketching out the historical context as well as the political environments that have fuelled the masses outrageous uprisings. Accounted for also is a discussion of how the struggle of some neighbouring countries over power and strategic attempts to lay sway over the region is trying to shape the future of the internal socio-political profile as well as the international geopolitical relations of the MENA region. This paper holds the belief that the consequences of the Arab Spring cannot be accurately predicted; yet, regional involvement will be fully active in determining the future course of the Middle East. The centres of power that are active in this political process are located in Qatar, Saudi Arabia, Turkey, and Iran. Each centre of power has a different political agenda, possesses different means of influence and is motivated by its religious orientations as well as its internationals allies’ agenda. The rationale motivating the selection of social constructivist theory lurks in the intrinsic premise of the latter, which does not seek to provide predictive outcomes of the events, but offers analytical tools for understanding the roots and forces manoeuvring the socio-political change.
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Relatively new in the Arab World, Corporate Social Responsibility (CSR) is one among the ethical practices which has already become crucial in promoting a positive image about a few Arab Macro-economic projects throughout the Arab business community. Still, Arab companies make up just 1% of the 4,650 organizations which are registered and have filed reports on the Global Reporting Initiative’s Sustainability Disclosure Database (GRISDD. With the recent political uprisings in the Arab region, along with the international economic crisis, new challenges have came to the forth to shape new realities; yet, unfolding invaluable opportunities for modernizing the Business infrastructure in the region. It is on this ground that civil society, being the backbone of the non-state power, especially in a region where most of the political institutions have been either inexistent or undemocratic, could play a leadership role in monitoring and enforcing social responsibilities‘ practices on both public and private sectors; with the intent 1) to modernize the Business Structure in the region, 2) to motivate and preserve collective investments, 3) and to optimize the number of companies registering in the Global Reporting Initiative’s Sustainability Disclosure Database (GRISDD). This presentation talks about the unprecedented role Arab local and regional body of NGOs, which for decades have suffered from their regimes‘ oppressions, can and should play in monitoring and enforcing ethical practices and sustainable strategies of social responsibilities on the State as well as private-owned companies towards their communities, especially in Egypt, Tunisia, Libya, and Morocco wherein most of the vital economic sectors have been monopolized by the regimes‘ entourage. The presentation will also showcase the UAE experience in establishing partnerships for a sustainable future along with the Lebanese experience in implementing CSR initiatives, and Qatar's ethical investments.
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This paper provides a brief summary ob the major literary movements from the 18th to the 20th century. I also highlights the major works of the prominent figures of each literary era.
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A Glance at Major Literary Movements
Abdeslam Badre, PhD
While teachers’ peer observation is receiving widespread interest, and is being implemented in numerous institutions in different fields of education around the world (more than 40% of US colleges and universities now use classroom peer observation), it is still looked upon with much wariness within most Arab countries ELT context, which is presently leading to consensual reluctance to incorporating it within the MENA regions’ ELT community and public schools alike. In the light of this, touchstones of this paper are twofold: on the one hand, it is an attempt to dissociate the traditional notion of observation from the modern one, based on reflective aims rather than evaluative ends. On the other hand, it endeavors to promote a systematic incorporation of peer observation within the professional and pedagogical continuous training of Moroccan public schools. Will peer observation’s implementation be an easy task? Of course not; otherwise, we would not be talking about “ELT global challenges.” To reach this end, the paper comprises five main parts
Towards a Reflective Classroom peer.doc: ESL/EFL Teachers' Professional Training
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Africa is the most interesting and diverse continent on the earth. It is the home of an incredible variety of people, animals, climates, and spectacular places. It is a country known for its beautiful colorful clothing and its history of incredible works of art. The African continent has the second largest population in the world, at about one billion people. Africa is the second largest continent on earth, approximately 11.7 million square miles. One of the oldest universities in the world is in Timbuktu, Mali. By the 12th century Timbuktu was home to three universities. Over 25,000 students attended one of the Timbuktu universities in the 12th century.
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The period from the 8th to the 14th centuries was not only an era marking the existence of the Muslim empire in Andalusia; it was one of the historical eyewitnesses on the remarkably outstanding model of interfaith tolerance in which nowhere else in the world had there been so long and so close of a relationship between the three faiths: Islam, Christianity and Judaism. To pay tribune to that era and bridge its impact on our modern time, the Foundation of Three Cultures came to the forth with the aim to unite Christian, Jewish and Muslim cultures and contribute in synergizing the three regions’ efforts to face up the third millennium’s challenges. The aim of this presentation, accordingly, is to bridge up the past with present of interfaith and intercultural coexistence in Andalusia by zooming in on the work of the foundation as a non-state body that works to create a framework for multilateral relationships to promote shared prosperity, peace and intercultural understanding across the Mediterranean.
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Visual arts for Diplomacy - European Arts in China Land
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The history and Evolution of The British Modern Cultural Diplomacy: the Case of the British Council in Morocco
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Why did the chicken cross the road?
Why did the chicken cross the road?
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Usually, when speaking about reading in FL, the first thing that comes to the mind is a picture of long boring text with a list of questions the aim of which is to challenge one’s IQ. This picture among a number of other factors stand behind the negative attitudes a great number of ESF/ESL learners hold toward READING SKILLS. This presentation might help you help your students change their negative attitudes, if there were any, towards reading skills, by demonstrating to you how you can eclecticize your teaching of reading and making your students excitingly benefit from it! Discussed are: 1) the different typologies of reading skills in EFL/ESL classroom; 2) the various strategies following each type; and 3) the implementation procedures of each type.
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HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
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Mehran University Newsletter Vol-X, Issue-I, 2024
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Understanding Accommodations and Modifications
Understanding Accommodations and Modifications
Student centered teaching
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Student-Centered Classroom Abdeslam
Badre 06/26/10 Abdeslam Badre - [email_address] Outline
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TASK 1 06/26/10
Abdeslam Badre - [email_address] Definition
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06/26/10 Abdeslam Badre
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Good Luck! 06/26/10
Abdeslam Badre - [email_address]
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