Physicochemical Quality of Cow Raw Milk Produced in the Fkih Ben Saleh Area

The main objective of the present study was to evaluate the physicochemical quality of raw cow milk produced in Fkih Ben Saleh,one of the major milk production areas in Beni Mellal-Khenifra region in Morocco located in the North-Centre of Morocco. Physicochemical quality of raw milk was determined by assessing the analysis of Fat Content “FC”, Protein Content “PC”, TotalSolids “TS”, Solids No-Fat “SNF”, Acidity “Ac”, Brix “Bx”, Density “Ds”, Temperature “T°” and Alcohol Test “AT”, usingrecognized standardized methods and infrared methods for better assessing of characteristics (fat, protein, total solids and no-fatsolids contents). The results obtained from this study showed an average ranging from 34.06 to 38.60 g/l, 30.01 to 31.61 g/l, 40.53to 42.52 g/l, 116.03 to 121.51 g/l, 88.88 to 90.85 g/l, 9.87 to 10% for FC, PC, LC, TS, SNF and Bx, respectively. On the other hand, an average ranging from 14.62 to 15.04 D°, 6.68 to 6.76, 1.0208 to 1.0494, 0.517 to 0.532 was showed for Ac, pH, Ds and FP, respectively. Furthermore, all milk samples tested for AT were, in most cases, normal at different concentrations of 79, 76, 74 and 68% while T° of all samples collected from bulk milk was under 06 °C. The present findings showed a good quality of the milk produced in this area in terms of chemical and physical criteria. Finally, the milk originated from Fkih Ben Saleh could be considered as an important riche and source of fabrication of dairy products with high quality

NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE

Dyslexia is the most common learning disability in school and the most devastating in terms of academic performance. In interaction with the socio-cultural environment, several and various factors can aggravate the difficulties of reader acquisition in dyslexic children. Identifying these factors and interpreting them according to the neuropsychological approach, in the Moroccan context, was the objective of this study Socio-economic data was collected from 626 children, aged 9 to 15 years with an average age of 11,95 years, enrolled in public educational establishments in the Beni Mellal-Khenifra region, located in central Mo- rocco. Among all the participants, 41 had a profile of dyslexia, 13 of whom had reading attitudes evoking "severe dyslexia". Subjects underwent a cognitive assessment. the others were normal-readers and classified as good readers (n=481) and weak readers (n=104). To follow our purpose, we have determined socio-cultural and cognitive variables that may discriminate between students in the "severely dyslexic" group and their "dyslexic" peers. The performance gap was significant in favor of "dyslexic" students in the reading test of pseudowords, rapid naming of images, and the deletion of the initial phoneme. These data reinforce the hypothesis that the phonological deficit is at the root of developmental dyslexia. On the socio-cultural domain, the results showed that preschool attendance and early exposure to written language activity discriminate the participants with a "severe dyslexia" profile from their peers in the "dyslexic" group. We believe that these two factors were responsible for the moderate intensity of the disorder observed in the "dyslexic" group. Our study also showed that bilingualism raises the degree of learning reading difficulties among students with this disorder. These results are consistent with those described in the literature, it suggests that dyslexics can implement compensation strategies both at the behavioral and neuronal level. They call on those in charge of the Moroccan education system to recognize the existence of learning disabilities of neurobiological origin in order to address the necessary care for children who suffer from them

Diagnosis of dyslexic disorders and identification of factors associated with reading learning disabilities within the Moroccan context

Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 15 years with an average of 11.59 years, the diagnostic tests identified 145 students with deficient skills "Bad readers (BR)," 128 suspected of being in difficulty classified as « intermediate level (IL) » and a group of 481 children as good readers ( GR). Statistical analyses have shown that the first two groups (BR and IL) represent 24% in the favoured areas compared to 43% in the disadvantaged. The analysis of scores and the nature of the errors made on various reading tests show that 41 students, or 5.43% of our sample, present a dyslexia profile. 13 (1.72%) of whom have very severe difficulties. The phonological aptitudes (Rapid automatized naming, phonological short-time memory and especially phonological awareness) mainly reflect the level of reading. These phonological abilities are highly influenced by early attendance of preschool and by the degree of exposure to written language at home. These data, which are unique in Morocco, are consistent to that of the published subject literature. They make it possible to plan preventive actions by generalizing pre-school teaching, particularly in precarious environments. These actions should be based on playful exercises aimed at improving phonological abilities at an early age, while exploiting the brain sensitivity to reading at that age. Phonological awareness and rapid naming are the most implicated factors in the disparity of reading skills. These abilities are highly influenced by the integration of preschool at a very early age and by the degree of exposure to written language activities. Therefore, there is a need to plan preventive actions, based on playful exercises, aiming to improve phonological skills from the pre-school perio