Iourirne gold deposit is located 260 km to the southeast of Agadir, in Tagragra of Akka inlier (Western Anti-Atlas). The gold mineralization occurs in quartz veins associated with shear zones occurring in E-W direction and cut across the Early Neoproterozoic formations, especially from the dykes of diorite to quartz diorite in the direction from Northeast-Southwest to East-West. Gold is relatively more concentrated in the microcrystalline quartz type (QII). The paragenesis linked to this stage is composed of arsenopyrite, pyrite, pyrrhotite and chalcopyrite. The likely fluid of the establishment of Iourirne gold mineralization is a type L aqueous fluid with a homogenization temperature of 180 – 260°C (mode of 217°C) with a low salinity. This gold mineralization has been placed in the quartz veins of shear zones as a result of the paleofluids interaction flowing under the effect of thermal gradients and tectonic motion operating on fault-valve with magmatic and metamorphic surrounding rocks.

Iourirne gold deposit is located in Tagragra of Akka inlier, 260 km to the southeast of Agadir, (Western Anti-Atlas). The gold mineralization occurs in quartz veins associated with shear zones occurring in East-West direction and cut across the Early forming process of Neoproterozoic formations. This study aims to characterize supergene alteration characterization of Iourirne gold mineralization, by macroscopic, microscopic observations, chemical analysis of major elements, analysis of the correlation matrix and analysis in Principal Components (PCA). The main results are as follows: - The mobility of a number of chemical elements such as Ti, Fe, P, Ca, Mg, Mn. - The development of Hematitization phenomenon of supergene origin. - The abundance of metallic minerals such as magnetite, hematite, covellite, malachite, azurite and sphalerite… - The oxidation of sulphides including arsenopyrite, pyrite, chalcopyrite…

The research study of the implementation of the philosophy of the competency approach which was carried out in all school curricula; especially the curriculum related to life and earth science, at different levels in the public middle and high schools in Morocco. This has shown significant findings after studying and analyzing the data questionnaire that has been handed out to both public middle and high school teachers in the country. We came to the following findings: - Teachers' work revolves around the implementation of cultural and systematic and technological competency according to the specificity of the subject and the nature of various scientific approaches. - Due to the prevalence of passive classroom practices, teachers find it difficult to help improve the learner's communicative competencies. - It is hard to carry out strategic competency since the learning conditions and the teaching environment are not suitable neither for school planning, school excursions nor pedagogical projects. - The learner's acquisition of the five competencies has undergone some difficulties. First, the nature of the subject "Sciences of Life and Earth" which is taught at both middle and high school. Second, the class sizes which cannot accommodate a huge numbers of students and as a result, classes are bound to be canceled due to the cancellation of class grouping.