Objective: The current study is designed to evaluate the activity of essential oil of Origanum vulgare against multi-drug resistant bacteria and both G+ and G- bacteria. Material and Methods: O. vulgare essential oil was isolated by Clevenger-type apparatus according to the procedure described in the British pharmacopeia volume II. Five species of bacteria were used to evaluate the antibacterial activity of O. vulgare constituent in this study, Two Gram negative (Escherichia coli, and multidrug resistance Klebsiella pneumoniae) and three Gram positive bacteria (Streptococcus pneumonia, Staphylococcus aureus and Enterococcus faecalis). All bacteria isolated from different clinical sources. The stock solution (1-mg /16 mL) concentration had been prepared as follow: 1 mg of essential oil dissolved in 16 mL of (DMSO) dimethyl-sulfoxide. The serial dilution of 1-mg/mL was the following concentrations: 1000, 500, 250, 125 and 62.5 μg/mL were prepared for antibacterial activity by agar well diffusion. Ampicillin and Amoxicillin were used as positive control for all strains, while DMSO as negative control. Conclusion: The essential oil of O. vulgare shows a good antibacterial activity against MDR bacteria as well as the other studied types of bacteria.

Item analysis is an effective method for assessing not only the test but can also revel important issues of the whole educational process from curriculum design, implementation, assessment and evaluation. The method is suitable for MCQ type questions. After checking the reliability of the test, each question, item, is assessed using the criteria of Facility Value (FV) which represents the ratio of correct answers of each item and the discrimination index (DI) which takes into account the number of students in the upper quartile and that in lower quartile who answered the item correctly. An unacceptable question falls beyond the educationally acceptable limits of, 0.15 < FV < 0.85 and DI > 0.1. Unacceptable questions were identified and used to assess the teaching process of this subject material and as indicators of lecturers' performance, from the number of unacceptable questions and the average of FV and DI. The smaller the number of unacceptable questions, the better the teaching process of the subject material under study and the higher the performance of the lecture will be. Method: Random (using six-sided die) and systematic (cumulatively adding the quotient of population to sample size) sampling methods were used and the reliability of the MCQ part of the test as well essay type was checked and found to be satisfactory with R2 > 0.7 (the closer to unity the stronger the relationship and the higher the reliability). Results: For the subject material understudy, Pharmaceutical Organic Chemistry, for lecturer A, the first 13, items out of the 25 MCQ questions tested were found to satisfy the conditions set for FV and DI of acceptable questions. Conclusion: Acceptable items were identified and rated for further improvement in the stem or the distractors especially those near the border limits. For further improvement, item distractors need to be analyzed in detail. This method is effective in quantitatively rating lecturers' abilities in setting effective questions in relation to teaching objectives, the smaller the number of unacceptable items the better the performance of the lecturer. Unacceptable questions can be excluded or subject to future revision.

Diabetes mellitus can be defined as chronic metabolic disease which results from either relative or complete absence of insulin by the pancreatic beta islet cells. This in-turn may lead to hyperglycemia due to disturbances in the metabolism of glucose. In the human body, iron is con-  sidered to be an effective pro-oxidant and participates in the generation of reactive oxygen species (ROS) such as hydroxyl radical. Because of the poor antioxidant defense mechanism of beta cells (low production of antioxidant enzymes such as catalase, glutathione peroxidase and dismutase), so they are highly prone to iron-induced oxidative stress and iron deposition in it and this will lead to apoptosis, and subsequently insulin deficiency. This iron deposition in beta cells will also lead to insulin resistance by reducing insulin extracting ability of the liver and inhibiting glucose uptake in muscle tissues and fats, this in turn will result in high production of hepatic glucose. Ferritin which is an acute phase reactant protein, that responds to acute stress like trauma, infections, tissue necrosis and surgery, it can produce diabetes mellitus either through inflammation or by increasing iron stores.

Objective: The decrement of 25-hydroxy-vitamin D [25-ΟΗ-D] concentrations has been increase the severity of cardiovascular disease especially in diabetic patients. The aim of the present study was to assess the effect of atorvastatin on 25-OH-D concentration in diabetic patients with hypercholesterolemia. Methods and patients: Forty diabetic patients with hypercholesterolemia were participated in this work. For comparison, thirty healthy subjects were inserted in the present study. Serum vitamin D levels and lipid profile (total cholesterol, triglyceride, HDL, LDL and VLDL) were measured. Results: Vitamin D levels significantly decrease (p˂0.05) in diabetic patients group (22.4±5.1 ng/ml) when compared to healthy group (32.44±4.12 ng/ml) .After 8 weeks from taking atorvastatin (20 mg/day) the mean of serum vitamin D were a slightly increase(26.4± 5.6) but not significant. Total cholesterol significantly decreases after therapy. Conclusion: Vitamin D levels significantly decrease in diabetic patients when compared to healthy subjects. There was no significant difference in vitamin D patients before and after lipid lowering therapy.

Item analysis is an effective method for assessing not only the test but can also revel important issues of the whole educational process from curriculum design, implementation, assessment and evaluation. The method is suitable for MCQ type questions. After checking the reliability of the test, each question, item, is assessed using the criteria of Facility Value (FV) which represents the ratio of correct answers of each item and the discrimination index (DI) which takes into account the number of students in the upper quartile and that in lower quartile who answered the item correctly. An unacceptable question falls beyond the educationally acceptable limits of, 0.15 < FV < 0.85 and DI > 0.1. Unacceptable questions were identified and used to assess the teaching process of this subject material and as indicators of lecturers' performance, from the number of unacceptable questions and the average of FV and DI. The smaller the number of unacceptable questions, the better the teaching process of the subject material under study and the higher the performance of the lecture will be. Method: Random (using six-sided die) and systematic (cumulatively adding the quotient of population to sample size) sampling methods were used and the reliability of the MCQ part of the test as well essay type was checked and found to be satisfactory with R2 > 0.7 (the closer to unity the stronger the relationship and the higher the reliability). Results: For the subject material understudy, Pharmaceutical Organic Chemistry, for lecturer A, the first 13, items out of the 25 MCQ questions tested were found to satisfy the conditions set for FV and DI of acceptable questions. Conclusion: Acceptable items were identified and rated for further improvement in the stem or the distractors especially those near the border limits. For further improvement, item distractors need to be analyzed in detail. This method is effective in quantitatively rating lecturers' abilities in setting effective questions in relation to teaching objectives, the smaller the number of unacceptable items the better the performance of the lecturer. Unacceptable questions can be excluded or subject to future revision.