Since the internet network's establishment, the World Wide Web is considered as the most important tool used by billions of people across the world. It allows people to share the media, read, write, publish and interact with others via the internet. Since its advent, the World Wide Web has evolved from a read-only medium technological network to the collaborative one where learners are interlinked in various ways. Through its various stages of evolution, English language learning was transformed from simple to an interactive, collaborative, and learner-centered environment. This paper will present the conceptual review of the literature, in chronological order, on how English language learning has evolved over the past years, particularly from web 1.0 to web 3.0. It also aims to present the analysis of the evolution of the World Wide Web (www) technologies from a learner perspective; therefore, it will elucidate various web-based tools, technologies, trends, and applications used by learners in their education.

Introduction: The drug of choice for preventing postpartum uterine atony and bleeding is oxytocin. Myomectomy is a procedure that may result in substantial bleeding. In about 20% women, transfusion of blood may be required during abdominal myomectomy. The objective was to compare the frequency of patients who needed blood transfusions with and without oxytocin during abdominal myomectomy. Place and duration of study: This was a randomized controlled trial carried out at the Department of Obstetrics and Gynecology of Sharif Medical Complex Lahore from 10th May 2018 to 10th November 2018. Material & Methods: 108 patients having intramural uterine fibroid > 5 cm in size, requiring planned elective open abdominal myomectomy were included and equally divided in both oxytocin and non-oxytocin groups(n=54). 30 IU oxytocin infusion (in 500 ml normal saline) / 120 milliliter per hour were administered during myomectomy, starting after administration of general anesthesia and completing just prior to surgery in patients of oxytocin group. An infusion of pure normal saline was administered at the same amount in the patients of non-oxytocin group. Blood loss was estimated and need for blood transfusion was determined in both the groups. Data was analyzed using SPSS version 24. P-value<0.05 was considered significant. Results: Patients age ranged from 35 to 45 years with mean age of 40.481± 1.84 years in Oxytocin group while 40.425± 2.68 years in Non-Oxytocin group. Mean blood loss was 290.463±120.91 cc in Oxytocin group and 424.981±106.21 cc in Non-Oxytocin group. Need for blood transfusion was seen in 7.4% patients in Oxytocin group as compared to 25.9% in Non-Oxytocin group (p=0.009). Conclusion: Our study concludes that to reduce loss of blood during abdominal myomectomy, infusion of intra- operative oxytocin may be efficient and safe. To confirm these results, more studies with varied dosages and protocols are required.

Language, as a carrier of cultural identities, plays a vital role in cultural exchange amongst people of diverse ethnic, social, religious and political identities.Across the globe, communication has increased in scale and speed, therefore, Inter-cultural Communicative Competence (ICC) is required in order to avoid misunderstanding arising from differing linguistic cum cultural identities as an ability to communicate effectively in cross-cultural situations.Second language (L2) teaching in a multilingual and multicultural large class is an ever growing field of research with a focus on all the aspects of language teaching along with an awareness of culturalknowledge. This Paper focuses on the need to cultivate inter-cultural communicative competence in second language multilingual and multicultural large classroom in University of Sindh. Critical appraisal of literature reveals that teachers should possess cultural knowledge of multicultural class population to connect language and culture. The role of language teacher, therefore, should not only be to enhance learners’ linguistic knowledge but also to focus on nonverbal communication skills and ICC competence by creating a link through communication between learners in a mixed cultural identities class.

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