Introduction Confinement, because of the COVID-19 pandemic, could have problems on the mental health of the population. Teachers responsible for giving distance courses during this period could be psychologically stressed. The aim is to assess the magnitude results of burnout and associated factors among primary school teachers in Kenitra in Morocco during this confinement period. Methods This is a cross-sectional study, which was conducted during the two months of April and May 2020. Burnout was evaluated by the Maslach Burnout Inventory MBI with 16 items, specific to the context of Moroccan teachers and the factors of stress were assessed using a questionnaire developed by the research team. We used the Chi-square test to determine the association between two qualitative variables anda logistic regression for an overall statistical analysis. Results The average age was 38.6 ± 9.9 years. The MBI revealed that 68 teachers (54%) were victims of burnout, of which 47 (38%) had a low level; 15 (12%) had a moderate level and six (5%) had a severe burnout. Logistic regression analysis has shown that the risk factors for burnout during this confinement period are: the use and development of skills in new information and communication technologies (p<0,05); work/family conflict (p<0,05); social support (p<0,05); and the workload related to distance education (p≤0,05). Conclusion In light of these results, interventions aimed at promoting mental well-being teachers during and after confinement should be implemented immediately.

RÉSUMÉ. Analyse phytosociologique des formations de matorral du massif des Béni-Snassène (Maroc oriental). L’étude consiste à définir les unités phytosociologiques dans lesquelles se rangent les formations de matorral des Béni-Snassène, à préciser leurs affinités floristiques avec les groupements qui leurs sont proches et leurs positions dans les séries dynamiques de la région et enfin à déterminer les conditions climatiques et édaphiques dans lesquelles elles se développent. La méthodologie d’approche utilisée pour cela est celle dite «phytosociologique» ou «sigmatiste». Celle-ci a permis l’individualisation de huit associations végétales dont chacune est examinée sur les plans floristique, biogéographique, écologique et dynamique. Ces associations sont rangées comme suit: Classe des Quercetea ilicis avec trois associations intégrées dans l’ordre des Pistacio-Rhamnetalia et l’alliance des Asparago-Rhamnion; Classe des Cisto-Lavanduletea avec une seule association appartenant à l’ordre des Halimietalia-riphaeo atlantici; Classe des Rosmarinetea avec quatre associations se rattachant à l’ordre des Cisto mauritanici-Thymetalia munbyani.Mots clés. Matorral, phytosociologie, biogéographie, dynamique, Maroc, Béni-SnassèneSUMMARY. Phytosociological analysis of Béni-Snassène shrubland (Morocco oriental). The study consists in defining the phytosociological units in which one line up the formings of the Béni-Snassène matorral, to specify their floristiques affinities with the groupings which their are close and their positions in the dynamic series of the region and finally to determine the climatic conditions and edaphic in which they develop. The methodology of approach used for that is known «phytosociological» or «sigmatist». This one allowed the individualization of eight vegetable associations among which each is examined on the plans floristique, biogeographic, ecological and dynamic. These associations are arranged as follows: Classe of Quercetea ilicis with three associations integrated into the order of Pistacio-Rhamnetalia and the alliance of Asparago-Rhamnion; Classe of the Cisto-Lavanduletea with a single association belonging to the order of Halimietalia-riphaeo atlantici; Classe of the Rosmarinetea with four associations being attached to the order of Cisto mauritanici-Thymetalia munbyani.Key words. Shrubland, phytosociology, biogeography, dynamic, Morocco, Béni-Snassène

The aim of this work was to study the chemical composition of the essential oil extracted from ginger rhizomes (Zingiber officinale Roscoe) and cardamom seeds (Elettaria cardamomum (L.) Maton). Using gas chromatography coupled with mass spectrometry (GC/MS), a total of 43 compounds were identified in ginger essential oil and 17 compounds in cardamom. The most abundant components, respectively, were zingiberene (22.18%) and 1.8-cinéol (43.47%). Essential oils, methanol, ethanol and chloroform extracts for both plants were tested against nine bacteria and yeast. The highest sensitivity was noticed against Staphylococcus aureus with a 25 mm inhibition zone. The antioxidant potency of both oils and extracts were measured using DPPH (1,1-diphenyl-2-picryl hydrazyl) free radical scavenging and the ferric reducing power (FRP) method; the ethanolic extract of cardamom fruits exhibited the best results for both tests, with an IC 50 = 0.423 ± 0.015 mg/mL and 95.03 ± 0.076 FRP mg AAE/g.

Introduction: Burnout is a real malaise that affects the mental health of teachers. The objective is to determine the prevalence of burnout among primary school teachers in the Wazzane region and to look for associated risk factors. Methods: Descriptive crosssectional study conducted in 2017-2018 with a sample of 330 teachers. Socio-demographic and work-related data were assessed by a self-administered questionnaire and the Karasek Job Content Questionnaire (JCQ) the Karasek, the burnout by the Maslach Burnout Inventory (MBI). Results: 330 teachers participated in the study with a male predominance of 62.4% and an average age of 38.4 (SD = 8.9). The average scores for emotional exhaustion, depersonalization and personal accomplishment were (21.8 ± 9.2); (14.1 ± 9.9) and (15.1 ± 8.4) respectively. Pathologically, emotional exhaustion was high in 23.9%, depersonalization was high in 24.2% and personal accomplishment was low in 26.1% of participants. 46.6% were victims of burnout, of which 23.9% had a low level; 14.2% had a moderate level and 8.5% had severe burnout. Logistic regression analysis showed that the predictors of burnout were female gender (p<0.01), Problems of equipment didactic (p<0.01), student demotivation (p<0.05), conflict with colleagues (p<0.05), work overload (p<0.01) and low decision-making autonomy (p<0.01).Conclusion: These results justify the interest of a prevention program and intervention at different levels to protect teachers.

ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.