Background: Acne is a common disorder experienced by adolescents and persists into adulthood in approximately 12%–14% of cases with psychological and social implications of high gravity. Fractional resurfacing employs a unique mechanism of action that repairs a fraction of skin at a time. The untreated healthy skin remains intact and actually aids the repair process, promoting rapid healing with only a day or two of downtime. Aims: This study, was designed to evaluate the safety and effectiveness of fractional photothermolysis (fractionated Er: YAG laser 2940nm) in treating atrophic acne scars. Methods: 7 females and 3 males with moderate to severe atrophic acne scarring were enrolled in this study that attained private clinic for Dermatology and Laser in Baqubah city of Diyala - Iraq during the period from 1st of June 2019 to 10th of October 2019. Fractional Er:YAG laser 2940 nm wavelength was delivered to the whole face with a single pass treatment and for the acne scar areas with two passes. Therapeutic outcomes were assessed by standardized digital photography. Results: Three patients (30%) reported excellent improvement, five patients (50%) significant improvement, one patient (10%) moderate improvement, and one patient (10%) mild improvement in the appearance of the acne scars. Conclusion: Fractional Er: YAG a safe and effective option for the treatment of acne scars in Iraqi patients by offering faster recovery time with no or mild side effects in comparison to other traditional modalities.
El tema de esta investigación está directamente relacionado con el papel del léxico en la enseñanza-aprendizaje del español como segunda lengua en el sistema de enseñanza universitariairaquí, donde se llevó a cabo la investigación empírica y la propuesta de criterios de la selección de léxico español.
Este estudio se ha centrado concretamente en los alumnos irakíes de nivel elemental que estudian elespañol como segunda lengua extranjera. Con el fin de conocer los estilos de enseñanza-aprendizaje del vocabulario practicado en las aulas, de determinar las faltas en la selección léxica y realizar propuestas de mejorar la competencia léxica, hemos efectuado el an
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الإسھام في عَ وْ د محمود إلی علم المعاني لیحل ّ محلّھ الصحیح في أذھان المتعلّمین وفي الدراسات النقدیة والبلاغیة .وعلم المعاني یرتكز على طورین لا یمكن مفارقة أوّ لھما إذا بقیت الضبابیّة تلفّھ ،لأنھ مفتاح مغالیق الطور الثاني الأھم ، والطوران ھما ) القواعد والأصول ( و)التحلیلاتُ إلى والرؤى البلاغیة (، وقواعد علم المعاني یفارقھا الفھم في أحیان كثیرة ، لذا وجّ ھتقصد المشاع والبسیط من المخزون النحوي لتنحیة خفائھا وف
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