Analysis of genetic diversity and population structure of Moroccan date palm (Phoenix dactylifera L.) using SSR and DAMD molecular markers.

BACKGROUND: Date palm, oasis pivot, plays a vital socio-economic part in the southern area of Morocco. However, with climate change and drought intensity and frequency increasing, the Moroccan palm grove is threatened with significant genetic degradation. Genetic characterization of this resource is key element for the development of effective conservation and management strategies in the current circumstances of climate change and various biotic and abiotic stresses. To evaluate the genetic diversity of date palm populations collected from different Moroccan oases, we used simple sequence repeats (SSR) and directed amplification of mini-satellite DNA (DAMD) markers. Our results showed that used markers could efficiently assess genetic diversity in Phoenix dactylifera L. RESULTS: A total of 249 and 471 bands were respectively scored for SSR and DAMD, of which 100% and 92.9% were polymorphic. The polymorphic information content (PIC = 0.95), generated by the SSR primer was nearly identical to that generated by the DAMD primer (PIC = 0.98). The resolving power (Rp) was higher in DAMD than SSR (29.46 and 19.51, respectively). Analysis of the molecular variance (AMOVA) based on the combined data sets for both markers revealed a higher variance within populations (75%) than among populations (25%). Principal coordinate analysis (PCoA) and the ascendant hierarchical classification showed that the population of Zagora and Goulmima regions were the closest populations. The STRUCTURE analysis clustering of the 283 tested samples into seven clusters based on their genetic composition. CONCLUSION: The results drawn from this study will orient genotypes selection strategies for a successful future breeding and conservation program, particularly under climate change context.

Chemical Profile, Antibacterial and Antioxidant Potential of Zingiber officinale Roscoe and Elettaria cardamomum (L.) Maton Essential Oils and Extracts.

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.

Relationship between executive functions and academic performance among Moroccan middle school students.

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.

As funções executivas (FEs) desempenham um papel central no desenvolvimento de habilidades sociais e cognitivas e no aprendizado acadêmico. OBJETIVO: Por esse motivo, nosso estudo teve como objetivo determinar a relação entre FEs e desempenho acadêmico entre estudantes do ensino médio no Atlas Médio de Marrocos. MÉTODOS: Nosso estudo se concentrou em 137 alunos do ensino médio que estudavam em quatro colégios localizados no Atlas Médio de Marrocos. A amostra estudada foi dividida em dois grupos, o primeiro composto por alunos com dificuldades de aprendizagem e o segundo considerado como controle. Para avaliar os FEs, três testes foram administrados aos alunos de ambos os grupos (Testes de Trilhas, Teste de Stroop e Teste de Extensão de Dígitos). RESULTADOS: A idade média dos alunos em nossa amostra foi de 14,5±1,3 anos, com uma relação entre gêneros equilibrada. Em nosso estudo, os alunos com dificuldades de aprendizagem apresentaram desempenho inferior nos testes que mediram flexibilidade cognitiva, processo inibitório e memória de trabalho em comparação ao grupo controle. CONCLUSÃO: Do ​​nosso resultado, podemos concluir que alunos com dificuldades de aprendizagem apresentam um desempenho fraco nos três componentes básicos das FEs. Por esse motivo, seria desejável um diagnóstico neuropsicológico completo, para identificar alunos que possam ter distúrbios cognitivos ou comportamentais para uma correção adequada para melhorar seus FEs e, posteriormente, seu sucesso acadêmico.

Relationship between executive functions and academic performance among Moroccan middle school students / Relação entre funções executivas e desempenho acadêmico em estudantes marroquinos do ensino médio

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.

RESUMO. As funções executivas (FEs) desempenham um papel central no desenvolvimento de habilidades sociais e cognitivas e no aprendizado acadêmico. Objetivo: Por esse motivo, nosso estudo teve como objetivo determinar a relação entre FEs e desempenho acadêmico entre estudantes do ensino médio no Atlas Médio de Marrocos. Métodos: Nosso estudo se concentrou em 137 alunos do ensino médio que estudavam em quatro colégios localizados no Atlas Médio de Marrocos. A amostra estudada foi dividida em dois grupos, o primeiro composto por alunos com dificuldades de aprendizagem e o segundo considerado como controle. Para avaliar os FEs, três testes foram administrados aos alunos de ambos os grupos (Testes de Trilhas, Teste de Stroop e Teste de Extensão de Dígitos). Resultados: A idade média dos alunos em nossa amostra foi de 14,5±1,3 anos, com uma relação entre gêneros equilibrada. Em nosso estudo, os alunos com dificuldades de aprendizagem apresentaram desempenho inferior nos testes que mediram flexibilidade cognitiva, processo inibitório e memória de trabalho em comparação ao grupo controle. Conclusão: Do ​​nosso resultado, podemos concluir que alunos com dificuldades de aprendizagem apresentam um desempenho fraco nos três componentes básicos das FEs. Por esse motivo, seria desejável um diagnóstico neuropsicológico completo, para identificar alunos que possam ter distúrbios cognitivos ou comportamentais para uma correção adequada para melhorar seus FEs e, posteriormente, seu sucesso acadêmico.