Archives-November 2016

Deficiency of the lungs results from malfunction of the breathing bud to develop. Agenesis of one lung is more regular than bilateral agenesis, however both conditions are unusual. Unilateral pulmonary agenesis is compatible with life. The heart and other mediastinal edifices are shifted to the implicated side, and the present lung is stretched out. Lung agenesis is an uncommon but a severe condition which ought to be early diagnosed and followed up. Prognosis, apart from abnormal formation, is that of a single functional lung. Diagnosing a developmental abnormality of the lungs in adults is often challenging for clinicians.

Transposition of the great vessels is a type of congenital heart defect involving an abnormal arrangement of any of the great vessels such as the superior vena cava, pulmonary arteries and aorta. Congenital heart diseases concerning the primary arteries are further divided into sub-group called transposition of great arteries. There are different forms of anomalies like Dextro-transposition, Levo-transposition and Dextrocardia. It was first announced about two centuries ago, but the treatment became effective from the mid 21st century. Today the survival rate for infants is greater than 90%.

The Coronary artery development is a delicate process that includes a complex interaction among the pericardium and the myocardium which leads to involving of multiple cellular pathways. There has been a growing engrossment in the study of the coronary artery development. These leads to identify some of the important causes of anomalous coronary development.There are different kinds of anomalous coronary arteries, having variable risk in myocardial ischemia, malignant arrhythmias, and sudden cardiac death also. A good understanding of this process could help us insharing new avenues in the treatment of clinically relevant anomalous coronary arteries.

Anomalous pulmonary venous connection is an abnormality in the blood flow in which all the 4 pulmonary veins drain into the systemic veins or into the right atrium with or without the pulmonary venous obstruction. The Systemic and the pulmonary venous blood get mix in the right atrium. Becomes an atrial defect or foramen ovale is more important in the left ventricular output as both in the fetal and in the newborn circulations

Persistent left superior vena cava is rare but an important congenital vascular anomaly. When superior cardinal vein caudal to innominate vein fails to regresses PLSVC occurs. It is observed in isolation but associated with other cardiovascular abnormalities including atrial septal defect, biscuspid aortic valve, and coarctation of aorta, coronary sinus ostial atresia, and cortriatratium. The PLSVC can render access to right slide of heart challenging via the left subclavian approach, which is utilized using pacemaker and Swiz-Ganz catheters. Incidental notation of dilated coronary sinus on echocardiography raises the suspicion of PLSVC. The diagnosis is confirmed by saline contrast echocardiography.

Subglottic stenosis (SGS) is a partial or complete narrowing of the airway under the vocal cords and above trachea and it is third leading congenital abnormality of larynx. It is because of incomplete development of lumen of laryngotracheal tube in 3rd month of gestation. But it appears in first few months after birth. Larynx develops from 4th and 6th branchial arches. The incidences related to congenital SGS had a significant increment in the late 1960s. Patient with SGS may or may not have some significant respiratory distress. Subglottic stenosis can be membranous or cartilaginous.

Background: In this emerging era of global, fast-paced knowledge-based economy, universities, as major centres of learning and research, are becoming increasingly important as sources of ideas, knowledge, skills, innovation and technological advances. These ideas can be turned into new products, processes and systems needed to drive their respective national economies, and thus placing universities at the centre of the national innovation systems. Consequently, commercialization of research outputs from universities to industry has become an area of strong policy interest in African countries. Objective: To assess initiatives to commercialize research outputs by Kenyan universities Design: Cross-sectional study of public and private universities Setting: Seventeen well established universities (15 public and 2 private), all accredited by the Commission for University Education, Kenya. Participants: Deans, Registrars, Directors or Deputy (Directors/Vice Chancellors), responsible for research and development. Results: All the surveyed universities had a strategic plan; though not all had innovation and commercialization as part of it. More than half of the seventeen surveyed universities indicated to have established designated offices for fostering commercialization. Majority had guidelines on Intellectual Property Rights (IPRs), which advocate for IP to be co-owned by researcher/university. University-industry linkages are weak. Most universities are taking precursory steps to incentivize and encourage entrepreneurial activities among their academic staff and students, even though the level of resources devoted to them is low. Conclusions: It is recommended that building capacity in entrepreneurship among staff and students and committing more resources to Research and Development (R&D) activities hold potential to increased commercialization of university research outputs in Kenya.

According to Urban Lofgren King Lear is a tragedy by William Shakespeare which written in 1603 and 1606. It is based on Lear of Britain. He becomes retired and decides to divide his kingdom between his three daughters, the two of them who are the eldest ones show themself in love with their father although they were not. The youngest one Cordelia says her emotions honestly to her father, but her father base on the surface of their love, decides to give all his properties to two of them and ignore the Cordelia as a daughter. Metaphorically speaking, Lear is a blind to the fact that Goneril and Regan say false love and emotions in order to get rid of their father and gain more power. He has not realized what to do as a king of a big empire. Some believe that he is a madman from the beginning of the play with these childish decision and behavior. This is king Lear in a dark situation. He has nothing for himself, no family, no friends, no authority, no kingdom, no home and all reasons is his madly decision. Every person in this horrible situation become mad, for Lear as a king, suffering this irrational situations is impossible. In this study I want to describe the different aspects of King Lear madness and bring some information that show whether this madness is a real insanity or just a sudden behavior that happen for Lear. I hope at the end of this study, the readers can have a proper theory and get main points of this research. Shakespeare’s King Lear has a central and important theme which is madness. According to this play, madness is sanity for King Lear. In fact madness in reason and reason in madness is a aptitude statement for king Lear behavior through this play. There are many reasons to describe the effects of Lear’s behavior before, during and after his madness, to show what happens when he starts to believe his daughter’s tricks and false love. When he ignore the true love of Cordelia (his faithful daughter). When he decides to drift his empire a part bass on his emotions and daughters behavior. Lear’s madness is based on many elements such as disorder and hidden wisdom in which Lear’s blindness goes away and sees the reality of his life. He goes to his real madness by Edgar’s feigned insanity and discovers many points about himself during a storm in nature and in his mind. We can find different types of madness in this play, real, feigned and professional madness. As critical of Shakespeare’s work says, “Throughout the play Shakespeare also uses a background of bizarre weather conditions to emphasis the theme of madness.” It also says that Lear’s madness become worse when he decides to face the reality and true emotions and he to yes to keep his sanity. He obsessed with justice. “I am a man; more sinn’d against, than sinning.” (Act three scenes two, Lear). We can get this point that Lear becomes wise daring this madness. In act three scenes two, Lear ignore by his daughters and they throw him out is the violent storm, it shows the cruel nature of daughters. Lear stats to learn the process of his life, now he sees his horrible situation. He says “Here I stand, your slave, a poor, infirm, despised old man” he sees the injustice of the situation. In the storm, he is without any protection and that moment he sees he is going to be mad “my wits begin to turn”. He also starts to see other’s position and situation as well. He turns to fool and asks “How dost, my boy? Art cold?” (According to the writer of King Lear change ) Since Shakespeare is a well-known poet and play writer of England, I decided to work on his great play named, King Lear. I consider Lear’s madness during the play and go among reasons of his mad behavior and discuss the Lear’s inner turmoil and feeling toward the people around himself during in sanity. A big revolution in which Lear fined himself alone and unsafe that show the lack of his authority in his own empire. His authority as a king has encouraged him to be unreal man but madness changes him to be wise. He thinks that by dividing his kingdom, he becomes freer and his responsibility in old ages becomes less. But this decide, just forces him to be nothing. According to critical writers in Yorkntes web site, other renaissance dramatists use mad scenes for comic effect but Shakespeare use madness in a serious way in King Lear. Norman Maclean says, “History of the story of King Lear is a history of art, the history of men’s literary affection.” He says “the story fortunately there is a part that by assent is its most tragic region, the region where suffering takes on such dimension that Shakespeare could find no better word than “madness” to contain it. It brings readers to have both tragic art and tragic artist.” At the end of act II, storm happens for Lear, he experience a new kind of madness, he has an external causes for his madness, he tries his best not to get mad but when he sees the Edgar’s mad behavior, he becomes worse. These scene show the confliction of past Lear with the Lear through madness, the one who just think about his self with the one who is able to see others problems and suffering.

Most researchers, who have paid attention to code-switching, have however been concerned with the sociological interpretation and discourse functions, i.e. the socio-pragmatic aspect, of code-switching. For this reason, linguists who do not specialize in bilingualism often automatically assume that research in code-switching means sociolinguistic research. It is certainly an interesting issue to investigate when and why a speaker chooses one linguistic variety rather than another: this can be explained by stylistic or metaphorical motivation, where factors such as the interlocutor, social role, domain, topic, venue, medium, and type of interaction play an important role. In this case, language alternation can also serve as a conversational cue, expressing attitudes towards language or marking linguistic identity.

This literature review consists of three parts. In the first part, a brief introduction of speaking comprehension will be offered, followed by a discussion of the importance of speaking comprehension. Then, an overview of speaking skills will be given. Additionally, potential obstacles for students in speaking comprehension will be introduced. Last, a discussion on factors that contribute to speaking difficulties and thus affect speaking comprehension will be presented.The second part looks at defining some basic concepts and theories behind dynamic assessment (DA) such as: (a) sociocultural theory of mind, (b) zone of proximal development, (c) dynamic assessment, and (d) dynamic assessment of dynamic abilities.In the third part of this review, literature on DA is divided into the following sections: (e) components of DA, (f) models of DA, (g) approaches to DA, (h) criticism of dynamic assessment, (i) dynamic assessment and psychometric critiques, (j) previous research on DA in language education, (k) DA in the foreign language setting, (l) group dynamic assessment in the foreign language classroom, and (m) DA/GDA in Iran.