Academic literature on the topic 'Réserves de biosphère – Maroc'
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Journal articles on the topic "Réserves de biosphère – Maroc"
Aboutayeb, Hassan. "La réserve de biosphère de l'arganeraie: un nouvel Eco-territoire touristique au sud du Maroc." PASOS Revista de turismo y patrimonio cultural 12, no. 4 (2014): 915–22. http://dx.doi.org/10.25145/j.pasos.2014.12.068.
Full textKyale Koy, Justin, David Andrew Wardell, Jean-Fiston Mikwa, Joël Masimo Kabuanga, Alphonse Maindo Monga Ngonga, Johan Oszwald, and Charles Doumenge. "Dynamique de la déforestation dans la Réserve de biosphère de Yangambi (République démocratique du Congo) : variabilité spatiale et temporelle au cours des 30 dernières années." BOIS & FORETS DES TROPIQUES 341 (July 20, 2019): 15. http://dx.doi.org/10.19182/bft2019.341.a31752.
Full textLEHMER, Oumaima, Abderrazak ELABBADI, and Abdlkrim EZAIDI. "Vers des epousailles economiques du tourisme, du developpement et de l’environnement ; A travers les paiements pour services environnementaux." International Journal of Economic Studies and Management (IJESM) 1, no. 1 (September 18, 2021): 36–44. http://dx.doi.org/10.52502/ijesm.v1i1.145.
Full textSiako, Abdou Salami Amadou, Laurent Gbènato Houessou, Ousséni Arouna, Etienne Monsoundé Dossou, and Brice Tente. "Efficacité des Aires Communautaires de Conservation de la Biodiversité (ACCB) à protéger les espèces ligneuses menacées dans la réserve de biosphère du Mono (Bénin)." International Journal of Biological and Chemical Sciences 15, no. 6 (February 22, 2022): 2349–65. http://dx.doi.org/10.4314/ijbcs.v15i6.9.
Full textJardin, Mireille. "Les réserves de la biosphère se dotent d'un statut international : enjeux et perspectives." Revue Juridique de l'Environnement 21, no. 4 (1996): 375–85. http://dx.doi.org/10.3406/rjenv.1996.3313.
Full textCibien, Catherine. "Les réserves de biosphère : des lieux de collaboration entre chercheurs et gestionnaires en faveur de la biodiversité." Natures Sciences Sociétés 14, no. 1 (January 2006): 84–90. http://dx.doi.org/10.1051/nss:2006011.
Full textThiry, Emmanuel, Roland Stein, and Catherine Cibien. "Les réserves de biosphère transfrontalières: nouveaux modes de coopération entre les Vosges du Nord et le Pfälzerwald." Nature et Ressources 35, no. 1 (January 1999): 18–29. http://dx.doi.org/10.1016/s0304-2995(99)80025-4.
Full textMouzoun, Séraphin, Toussaint O. Lougbegnon, Laurent G. Houessou, and Jean T. C. Codjia. "Valorisation du porc-épic à crête (Hystrix cristata) par les communautés des réserves de biosphère de Pendjari et du W (Bénin)." BOIS & FORETS DES TROPIQUES 335 (March 15, 2018): 39. http://dx.doi.org/10.19182/bft2018.335.a31498.
Full textLebaut, Sébastien, Abdelghani Qadem, Brahim Akdim, Emmanuel Gille, and Mohamed Laaouane. "Estimation des réserves en eau souterraine régulatrices dans la partie moyen-atlasique du fleuve Sebou (Maroc)." Proceedings of the International Association of Hydrological Sciences 384 (November 16, 2021): 169–73. http://dx.doi.org/10.5194/piahs-384-169-2021.
Full textVédie, Henri-Louis. "OCP Group : un leadership national et international." Maghreb - Machrek N° Hors-série, no. 1 (August 28, 2023): 111–27. http://dx.doi.org/10.3917/machr.hs1.0111.
Full textDissertations / Theses on the topic "Réserves de biosphère – Maroc"
Itsmail, Salma. "L’éducation au patrimoine : cas de la Réserve Biosphère Arganeraie." Electronic Thesis or Diss., Corte, 2022. http://hal-univ-corse.archives-ouvertes.fr/view_by_stamp.php?&action_todo=view&id.
Full textThe research is focused on heritage education and its ability to ensure the conservation andtransmission of heritage to future generations.The objective of the research is both to describe the place of heritage education in the Moroccanschool system, and to understand how the practices of heritage education could promote itsconservation. The research is based on a survey carried out in the heart of two Moroccanschools, with students and teachers and on observations of the reactions of students during theirconfrontation with their material heritage in the field, another survey is carried out with theassistance from an argan cooperative planted on the territory of the argan biosphere reservewith students in which the intangible heritage of the argan biosphere reserve is highlighted.This thesis proposes, in a first part, a return to the history of the concept of "biosphere reserve"and its direct link with the conservation of heritage is presented to then state our field of research"the argan biosphere reserve" and its educational potential.From the definition of the RBA as protected land of an educational nature, we try to understandthe implication of education in the conservation of heritage. The second part focuses on theimportance of tourism practices, which can also be applied in a school setting, in theconservation of heritage, in other words the use of tourism as a means of raising awareness ofheritage conservation. Thus, we believe that heritage conservation is a global objective thatinvolves the local population, living around a heritage, but also visitors passing through thearea. This is what we will try to demonstrate through a questionnaire launched on variousplatforms of travelers to understand their interest in heritage conservation. Finally, in the thirdpart, we will try to observe the impact of formal heritage education on students and analyze itscapacity to develop a feeling of belonging and responsibility towards heritage. Official textsdefine formal heritage education as a means of educating for citizenship, tolerance, nationalhistory, the construction and transmission of values, developing a sense of belonging, toappropriate an identity and to preserve the heritage (the national charter of education andtraining, 1999). Indeed, heritage education has its origins in the World Heritage Conventions (1972), theIntangible Heritage Convention (2003) and the European Faro Convention (2005). Theseexpress that heritage education spreads a sense of responsibility, of attachment of individuals to their heritage, they consider education as a means of developing and preserving humanitarianheritage.Starting from the definition of heritage education, which today is based on the transmission ofinformation, the conservation of heritage and territorial development, research has focused onthe links between education and the conservation of heritage under two different angles. Thefirst project focused on the role of the educational institution in the dissemination of values infavor of heritage, the second project is oriented towards the use of learning workshops to ensurethe conservation of intangible heritage, it means to set up, in the hearts of schools andcooperatives based on the RBA, learning workshops for students and visitors, allowingterritorial development and heritage conservation
Harchrasse, Mohamed. "Conservation et restauration des réserves biologiques du Maroc ; application à la gestion." Aix-Marseille 3, 1999. http://www.theses.fr/1999AIX30029.
Full textBen, Chikha Zied. "Les parcs nationaux de la Tunisie méridionale : caractéristiques et gestion pour une durabilité de ces territoires." Le Mans, 2010. http://www.theses.fr/2010LEMA3001.
Full textEight national parks, sixteen natural reserves (today they are twenty), four reserves of biosphere represent the faunistic and floristic richness of Tunisia. In the years 1990 and more precisely 1993, the Department of the Environment and town and country planning were created. So all the national parks were created in the years 1990. Therefore, Tunisia committed itself in a political volunteer in order to preserving the ecosystems and the species (animal and vegetable), to reconstitute a wildlife by the reintroduction of the species autochtones having disappeared and to contribute to a sustainable development. Several actors were implied in the management of these protected areas especially the State which represents the main actor beside the World Bank which financial assets the project of the Management of the Surfaces Protées (GAP project), with that is added several actors. The role of O. N. G. S remains limited. A good performance was noticed especially in the national park of Bou Hedma where the steppe with Acacia raddiana tortellis was overcast the zone well the weather that it exceeded not the 10. 000 ha before the creation of park. The reintroduction of the disappeared species succeeded and the coupling was made in a normal way successful too. For contributing to a sustainable development it would have been necessary to balance between the three pillars economic, socialo and environmental. But actually it is not the case because it with dimensions social remained marginalized and the population was isolated of all the projects of management as of these protées surfaces. The environmental side was respected strictly in reintroducing the various species the development of the space of the acacia. Park against the economic pillar, Tunisia tried to develop the ecotouristic activity but this sector remains until today fragile and of proximity. Therefore, the economic stage remains to be developed. What raises the question about the future of sustainable development in Tunisia?
Saleh, Adam. "Un modèle et son revers : la cogestion des réserves de biosphère de Waza et de la Bénoué dans le Nord-Cameroun." Phd thesis, Université du Maine, 2012. http://tel.archives-ouvertes.fr/tel-00808569.
Full textPelenc, Jérôme. "Développement humain responsable et aménagement du territoire. : Réflexions à partir de deux réserves de biosphère périurbaines en France et au Chili." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2014. http://tel.archives-ouvertes.fr/tel-00993203.
Full textNgandjui, Germain. "Inventaire et utilisation durable de la faune mammalienne en milieu forestier équatorial : cas du secteur ouest de la réserve de la biosphère du Dja (Sud-Cameroun)." Montpellier 3, 1997. http://www.theses.fr/1997MON30034.
Full textHernandez, Salinas Alberto. "Les relations entre les sciences environnementales et les politiques dans le Programme MAB de l´UNESCO en Amérique Latine et son adaptation au Mexique, au Chili et en Haïti." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA047/document.
Full textEnvironmental challenges have a significant impact. The Man and the Biosphere (MAB) Programme of UNESCO provides international support to one of the challenges facing humanity; that is how to achieve economic, social and political development and to promote the conservation of limited natural resources at the same time.This thesis takes into account a historical vision of the programme at the global level to understand its evolution and to highlight the relationship between the political and scientific spheres of the programme.On the other hand, it presents three study cases in different countries: Mexico, Chile and the Republic of Haiti to demonstrate how the programme has been adapted on the national level and the challenges they face. Two groups of actors have shaped the programme throughout its history, scientists and political bodies. They have maintained dialogues to adopt the principles of the MAB Programme in the Biosphere Reserves. Moreover, the recent creation of a Transboundary Biosphere Reserve between the Republic of Haiti and the Dominican Republic is an example of collaboration, but also it highlights the importance of other bodies of UNESCO such as the National Commissions and Permanent Delegations in policy-making
Ekobevet, Allogo Yanique. "Education et territoires : les "éducations à" comme vecteur de la violence symbolique ? : le cas des pratiques éducatives dans les territoires labellisés : regard croisé France-Maroc-Gabon." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0449.
Full textThe social dynamic education and territory implies taking into account the interactions and mutual exchanges between the school and its surroundings considered as living space. Both can no longer ignore each other. The "school and territory" duo is a social worker, that is to say able to produce various actions: educational, civic, etc. and especially to interact with other social actors. Our study is carried out in the context of the territories labeled UNESCO-Geopark and National Parks. It takes into account three countries: France, Morocco and Gabon. The school has a special relationship with these specific territories. The duo aims at a common goal, that of forming a responsible "citizen".We envisage education in a restricted context, that of the school or the transmission of knowledge for educational purposes. We discuss the emergence and consequences of applying "educations to" in schools. In this study, the three forms of education - formal, non-formal, informal - are discussed. This double educational and territorial context posed, we formulate the following question: the interactions between the "educations to" and the territories labeled UNESCO-Geoparks, influence on the teaching practices and the social representations of the teachers? Or, in other words, is there a normative imposition in UNESCO-Geoparks in terms of education to ...?
Le, Ster Amélie. "Les Réserves de Biosphère (RB) et leurs contributions à la conservation de la nature et au développement territorial durable. Regards croisés à partir de la RB Yungas en Argentine, de la RB de la Mata Atlântica au Brésil et de la RB Luberon-Lure en France." Thesis, Lille 1, 2016. http://www.theses.fr/2016LIL10232.
Full textBiosphere Reserves (BRs) are specifically protected areas. Those areas are defined by the UNESCO. BRs aim at reconciling environmental concern with human activities, while promoting a sustainable territorial development. They associate protected and non-protected places. The BR model also spread in more than 120 countries. The BRs are focused on a couple of principles, including participation, dialogue, collaboration and social apprenticeship of varied public and private players. But BRs are not uniform models. Studying three BRs from Argentina (Yungas), Brazil (Mata Atlântica) and France (Luberon-Lure) revealed field differences and also varied ways of organization and action at a local scale. Our study is based on in-depth field experience, interviews with local authorities, corporate people as well as local people, and analyze of technical and official documentation. The three examples of BRs show how diverse actions can be implemented to preserve nature. But the involvement of local population proved to be quite irregular. BRs don’t really prove to be clearly defined executive authorities leading tangible actions. Instead BRs mostly reveal as often ill-formalized places of dialogue. But the coordination of varied players, including some being external to the BR, makes it possible to drive collective actions. Those actions help to develop the territory. Our study highlights contributions, good practice, but also limits about the implementation of BR. Beyond their mission of nature protection, the contribution of the BRs to a sustainable territorial development policy would deserve to be expanded and reinforced
Merveille, Nicolas. "LOGIQUE PROCÉDURALE ET DISPOSITIFS DE MESURE Ethnographie d'une ONG de conservation et développement au Pérou." Phd thesis, Ecole des Hautes Etudes en Sciences Sociales (EHESS), 2010. http://tel.archives-ouvertes.fr/tel-00458287.
Full textBooks on the topic "Réserves de biosphère – Maroc"
(Editor), Christine Alfsen-Norodom, Benjamin D. Lane (Editor), and Melody Corry (Editor), eds. Urban Biosphere And Society: Partnership Of Cities (Annals of the New York Academy of Sciences, V. 1023). New York Academy of Sciences, 2004.
Find full textBook chapters on the topic "Réserves de biosphère – Maroc"
"Chapitre 7 - Les Réserves de biosphère : quelles perspectives pour la gestion des crises environnementales ?" In Indisciplines, 117–30. Éditions Quæ, 2006. http://dx.doi.org/10.3917/quae.beck.2006.01.0117.
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