Although the validity of Maslach burnout scale is established across different countries and cultures, there is a minimal research on burnout in Morocco especially among university teachers. Therefore, the purpose of this study was to assess burnout among university teachers in Morocco. Burnout was diagnosed by using the Maslach Burnout inventory (MBI), which examines symptoms of burnout (emotional exhaustion (EE), depersonalization (DP) and the loss of personal accomplishment (PA)). MBI was administered to a simple sample of 121 full time university teachers using a questionnaire survey; the sample was selected randomly, and it vary by gender, age, marital status, rank, and seniority. The results showed that 64% of teachers suffer from burnout, 47% of them have an average burnout, and 17% have low exhaustion. The results also confirmed that 8% of emotional exhaustion was explained by the rank. 18% of depersonalization was affected by marital status, rank, and seniority. In addition, Married and highly ranked professors suffer less from depersonalization. Also, the results indicated that a personal accomplishment affected by, seniority, and age. In conclusion, burnout is not just generated by a stressful environment, but also by other by factors such as work and social environment a poor quality of life, and feelings that are associated with dissatisfaction at work.

OBJECTIVES: The aim of this work is to study the relationship between praxis construction and visual memory presented successively by the score at copying and reproduction of memory with the body mass index in pre-school children of Kenitra city. METHODS: A 240 children aged 5-6 years apparently in the Kindergarten section of private schools in the city of Kenitra were evaluated. Weight and height were measured and body mass index (BMI) was calculated. Cognitive assessment was made by the Test of the figure of Rey B, which is to copy and reproduce from memory a simple geometric pattern. Statistical analyzes were performed using SPSS Version 20 software RESULTS Significant correlations (p <0.05) were recorded between these cognitive and anthropometric parameters of the different BMI groups. CONCLUSIONS: These results converge to show that the nutritional status presented by BMI correlates with perceptual activity and graphomotor and working memory in our context. Many tests appear necessary to better understand the children's performance.

Reading, auditory discrimination and matching abilities of 34 Arabic-speaking students into two groups (good readers and poor readers) were examined using the Labbel to check the validity of auditory discrimination as dyslexia diagnostic indicator. The subjects' results at the four spots of labbel (reading words / no words with diacritical, reading words / no words without diacritical, auditory discrimination of words and letter matching heard / letter) showed a significant difference between the results of the good readers and those of poor readers. All the results confirm the validity of auditory discrimination as reading disorder screening tool.

Screening and rehabilitation of attention disorders is a really encouraging field for clinical practice and research because of their effect on cognitive functions. Therefore, they can affect the language productions and cause significant educational, professional, social or familial difficulties. In this context, this study aims at screening for disorders of attention and unilateral spatial neglect in a sample of Moroccan junior high school students at El Moukaouama junior high school, M'rirt (Middle Atlas , Morocco). On a sample of 136 students aged between 11 and 19 years, a measure of attention was performed using the bells test. Scores obtained in the test in this study show that 21.32 % of students have attention problems and 5.88% have a profile of right or left unilateral spatial neglect. This study also shows a strong correlation between the students' school performance and their scores on the bells test. This study invites all interveners in the field of education, health and others to intervene to address the problems of attention in order to increase school achievement.