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One of the main sources of novel chemicals with possible medical use is medicinal plants. Multiple diseases have been treated with them in traditional medicine. The purpose of this study was to explore the phytochemical characteristics, antioxidant effects, and antibacterial activities of several extracts of Ziziphus lotus fruits (ZLF). Phytochemical analysis of ZLF extracts revealed the presence of several bioactive molecules such as phenolic compounds and alkaloids. Water, methanol 50%, methanol 80%, methanol, ethanol, and hexane are the 6 different solvents which were used in order to evaluate the phytochemical profile as well as the biological activities of ZLF, and whose aqueous extract showed the best results. The aqueous extract had the highest yield, followed by methanol, ethanol, and lastly hexane (p < 0.05). The aqueous extract showed the highest total contents of phenols, flavonoids, and tannins (77.13 ± 0.11 mg GAE/g DM, 33.36 ± 0.51 mg QE/g DM, and 03.72 ± 0.16 mg CE/g DM respectively), while the Hexane extract revealed the lowest contents (12.36 ± 0.26 mg GAE/g DM, 06.20 ± 0.23 mg QE/g DM, and 01.20 ± 0.10 mg CE/g DM respectively). By using the DPPH, ABTS, and FRAP methods, and for the aqueous extract, ZLF extracts demonstrated considerable antioxidant capacities, with the values IC50 = 37 ± 0.27, IC50 = 67 ± 0.18 and IC0.5 = 31 ± 0.22 respectively. All of the ZLF extracts, with the exception of the hexanic extract on Staphylococcus aureus, showed antibacterial efficacy against the bacterial strains of Listeria monocytogenes, Escherichia coli, Pseudomonas aeruginosa, and Staphylococcus aureus. The results obtained reveal that ZLF exhibit significant biochemical composition and considerable biological activities encouraging its nutritional and therapeutic use. [ABSTRACT FROM AUTHOR]

The constant evolution of technological tools and the benefit of the introduction of new technologies in the teaching and learning process in schools, suggests that the possibilities of using digital technology in the practices of the evaluation of learning inside and outside the classroom. Faced with the diversity of technical tools and methods, the teacher is called upon, before addressing his learners, to make a certain number of technical, didactic and pedagogical choices, to set his pedagogical scenario, this is all the more so. Necessary for the conduct of learning activities or to design and implement its assessment tool. In this perspective, we are entitled to ask the question relating to the attitudes and feedbacks of teachers and learners regarding the integration of ICT in assessment practices. This question is broken down into several sub-questions: "At what points, and how do teachers of Life and Earth Sciences integrate digital technology into their assessment practices?" is this integration determined by the educational pathways? What interest and what limit of the use of digital technology according to teachers and learners? " To answer our problem, we opted for export research, the recommended methodology of which is based on a multidimensional survey, in which we first questioned the teachers around the use of new technologies in the evaluation process, and secondly, to identify the degree of motivation and commitment of learners in instrumented and innovative assessment situations. Our research context is represented by 34 schools, 22 from qualifying secondary education and 12 from college education (from the provincial delegation of Taza), with a varied population of 431 students of all levels and sectors, as well as than a number of 132 teachers of life and earth sciences. Finally, confirming that despite the satisfaction of the majority of teachers and students with respect to the functional qualities and the contribution of technological tools in evaluation practices, some disparities were noted whether at the technical, spatiotemporal level or even organizational. [ABSTRACT FROM AUTHOR]