Abstract

Dear colleagues, Asalamu Alykum

Welcome to the group of dermatologists in Libya, which hosts specialists and dermatologists and those who are involved in the training program for specialization, through which subjects related to the specialization are posted in the form of different formulas and scenarios, for example clinical patient photos or theoretical topics for discussion or the introduction of

topics of medical literature for enrichment Discussion, sharing and

exchange of experiences among fellows in the CME course

In view of the privacy of the group in terms of which medical cases are reviewed with pictures of patients, it is necessary to join those with the

real name of the doctor and do not accept the aliases and only admission to

doctors and their names the truth and we hope from the colleagues

appreciate this point. In order to protect us from individual ownership, it is

not permissible to present pictures of patients' cases except by the doctor

concerned. It should be noted that there is no room in this group for

advertising propaganda and promotional all types and keep them as a

scientific group and even the names of drugs must be mentioned scientific

names. I also hope that all members will participate actively and enrich the

discussion so that the benefit will prevail. May Allah guide us all to what

is good and God is behind the intention.

Abstract

Background: Warts are a common skin condition that affects people all over the world. This ailment affects 2–20% of students in primary school. A well-known keratolytic agent, potassium hydroxide (KOH), has many dermatological uses. Vitamin D is important in the proliferation and differentiation of keratinocytes.

Objective: The aim of the current work was to compare the efficacy and safety of intralesional vitamin D3 injections and 5% KOH cream separately and in combination with each other in the treatment of warts.

Patients and Methods: This study was carried out at the private outpatient Al- Ahlam Center of Dermatology and Cosmetology in Gharyan, Libya from 1^st of Sep to last of Dec 2021. 45 patients with warts were included in the study. They were classified into 3 groups according to method of treatment into Vitamin D3 group, 5% KOH cream group, and combination group.

Results: The mean age of patients was 27.04 ± 11.7 years. 31 patients completed the study. Complete response was seen in 12 patients with vitamin D injection after period of 4 months, 9 patients with 5% KOH cream after period 2-3 months, and 10 patients with combination both treatment after a period of 1 month.

Conclusions: It could be concluded that intralesional vitamin D with 5% KOH cream is safe, effective, and inexpensive treatment option for recalcitrant palmoplantar and periungual warts.

 KeywordsVitamin D3; Palmoplanter; Periungual; KOH; Warts

Abstract

Background:Acne vulgaris is the most common skin condition affecting the pilosebaceoussystemin adolescents and young age and characterized bydifferentskinlesionsand might result in permanent scars. Chemical peeling is an effective option in the management of active acne. The mechanism of action lies in causing desquamation by targeting the corneosomes and keratinocytes, enhancing breakdown and decreasing cohesiveness. It also increases epidermal activity of enzymes, leading to epidermolysis and exfoliation and induces improvement of skin texture , pore size and reduces sebum production. Proper and successful treatment of acne involves choosing the right medication. Objectives:This study aims to evaluate the clinical efficacy and safety of using topical 25% Salicylic acid alone, in comparison with a combination of systemic Azithromycin and topical 25% salicylic acid, Zinc sulphate, and Benzoyl peroxide gel, in treatment of mild to moderate acne lesions. Subjects and methods:This study is a prospective, randomized clinical trial included a hundred patients diagnosed with mild-to-moderate facial acne vulgaris and randomly divided into two equal groups Group A, treated by25% Salicylic Acid peeling in combination with systemic Azithromycin in addition to Zinc sulphate and topical Benzoyl peroxide gel. Group B, treated by 25% salicylic peeling only.All patients received at least 6 peeling sessions performed 2 weeks apart in 12-weeks duration. Results:Number of peeling sessions was significantly lower in group A than group Bp= 0.03. Improvement rate (92%) 46 cases in group A vs. (20%) 10 cases in group B.Improvement score after 6th session was 4.71 in group A vs 2.67in group Bp<0.001.Also, there was a highly significant improvement after each session in group A as 15 cases (30%) needed only 4 sessions for complete improvement. group B showed only significant improvement after 2nd,3rd, and 4th sessions, while there was no improvement in score after 5th and 6thsessions.There were no statistically significant differences regarding risk factors of acne such as; psychological distress, family history, dairy product consumption, fast food, cosmetics, regular exercise and special diet habits p>0.05. Disease duration were matched in both groups as mean duration in group A was 26.8 versus 27.5 months in group B. Back & shoulder lesion were found in 34 cases in group A while they present in 31 cases in group B. There were no differences regarding lesions characteristics between both studied groups except for pustules that were predominant in group A in 34/50 cases (68%) whereas, they found in 24/50 cases (48%) in group Bp=0.04. Conclusion:Topical 25 % of salicylic acid is more efficient to treat mild to moderate acne vulgaris andincombinationwith systemic Azithromycin in addition to Zinc sulphate and topical Benzoyl peroxide gel is significant than alone and both protocols equal in safety and tolerability. Keywords:Acne Vulgaris, Salicylic Acid,Chemical Peeling, Benzoyl Peroxide.

Comparison Between Secondary School Pupils' English Achievement in General Certificate of Secondary Education And Their Health Sciences College English Admission Test Achievement

The Impact of Professional Schemata on the Reading Comprehension of Libyan University Students Studying ESP in the College of Health Sciences-Gharyan

This study reviewed using peer correction as a teaching technique in dictation exercise and explored the attitude of second year university students studying health sciences in the Colleague of Health Sciences in Gharyan towards peer correction. More than seventy students participated in this study. The study participants exposed to lecturer's feedback and colleague's feedback and their attitudes towards both techniques were measured by using a questionnaire. The results revealed that the majority of the questionnaire respondents preferred their dictation exercise to be corrected by their lecturer, while a small number of the respondents favoured their colleagues' feedback. The participants gave many reasons behind their preferences. These reasons were discussed in relation to the advantages and limitations of peer correction presented in the literature review. It seems that preparation, both psychologically and linguistically, is needed before applying peer correction to get the hopeful benefit of this teaching technique.

Key words: peer correction, lecturer' feedback, teaching technique

This study investigates whether Libyan university students studying English as a foreign language are able to correctly interpret substituted items found in written texts such as one, ones, do,, so and not and whether this positively impact their reading comprehension. As a cohesive relation between linguistic items such as clauses or independent sentences, substitution is a sort of counter which is used in place of the repetition of a particular item. It is hypothesized that Libyan students learning EFL encounter problems in correctly interpreting these substitutes and consequently fail to have satisfactory understanding of their reading materials. A quasi-experiment was organized to test the ability of a hundred Libyan university students to interpret a number of substitutes mentioned in modified statements and consequently comprehend the message of these statements. The results revealed that the majority of the study participants failed to get the passing mark which is 50 over a hundred and the average mark they got was 45. This result may have many pedagogical implications which concern the syllabus and the teaching methods.  

The bacterial strain (Bacillus subtilis) was isolated from soil sample using different composed culture for alkaline protease production in Submerged Fermentationby. The eight different submereged media were prepared to study of enzyme activity. Then the effect of pH, carbon sources nitrogen sources, Nacl concentration and metal ions on protease production were studied. The results indicated to: MD8 produced highest amount of alkaline protease (62.5 U /ml), The extracted crude enzyme was precipitated using varied precentages of ammonium sulphate was studied. The effect of pH,carbon,nitrogen sources sodium chloride concentration and metal ions was studied here and results tom maximum enzyme activity was as pH11 to MD4(17.97U/ml),glucose showed maximum yield in MD2(49.21U/ml) ammonium chloride affected maximum (132.81U/ml) to MD6 and the maximum activity was seen in case of MD5 with 11%NaCl(46.09U/ml) and lastly the metal ions effect was Mncl2(85.94U/ml))

This paper focuses on the revision of the literature related to the reading skills as a background and reading for comprehension as the final desirable product of practising reading. This includes an overview of reading theories, reading skills, and reading strategies and the difference between them. The involvement of conjunctions as defined and classified by Halliday and Hasan (1975) in the reading theories, reading skills, and reading strategies will be highlighted. The study offers important pedagogical recommendations for teachers and curriculum designers. Explicit teaching of reading strategies with clear focus on conjunctions may contribute to the development of reading for comprehension and other English language skills.

Key words: reading comprehension, skills, strategies, conjunctions.

Testing reading comprehension can be achieved by using many types of tests. Tests such as open-ended, multiple-choice and rational cloze tests are widely used by school teachers and language researchers. In this research a multiple-choice rational cloze test was used as the measuring instrument for both pre and post-tests.