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The recipe for longevity

The formula for longevity has for a long time been confusing with various people and parties providing different perspectives on what people should do to live a longer life. In the current century, only a minimal number of individuals get lucky to live and attain the age of 100 years. In most of the countries especially in America, the life expectancy for women is around 80 years while that of men is approximately 72 years. However, in some countries or regions, the life expectancy is far much higher than that of the United States, and the population of the aged is high, being energetic and performing their regular duties as expected. In Okinawa, it would not be a surprise to find a 90-year-old man training for Kung-Fu and at the same time going fishing. Okinawa is one of the blue zones where aged people have an average life expectancy of 102 years. Most of the isolated places that are not exposed to the outside world experience a higher life expectancy and this can as well be seen in the case of the California seventh day, who as well have a higher life expectancy than the rest of the groups living in the region.

Various factors contribute to the longevity among the people in the blue zones with the most common reasons being exercise, right outlook, eating wisely as well as connecting with other people of the same age and family to provide companion. Exercise is one of the significant factors that can be attributed to the increased longevity of the people in the blue zones. Exercise helps the individuals to burn the excess calories in their body, and therefore it helps in guarding the people against contracting diseases such as obesity and cardiovascular diseases that are known to reduce the lifespan of an individual. Most of the people in the blue regions wake up in the morning to perform some exercises such as lifting weights, while others such as the Adventists walk for miles and this helps in keeping their body fit.

Having the right outlook as well plays a significant role in achieving longevity in the blue zones. According to Buettner, down shift and purpose now can be seen as factors for the right outlook aiding in the achievement of longevity in the blue zones. The purpose now is the reason as to why a person gets motivated in waking up the next day, and a majority of the people in these blue zones had a purpose with others claiming that seeing their grandchildren makes them feel better.

Eating wisely is the other contributing factor for longevity. The people in the blue zones consume most of their foods that are derived from plants and feeding less on the animal meat. Others, for example, the Adventists derive their menu from the bible in the book of Genesis and has maintained the diet for a long time contributing to their high life expectancy. Most of the people in these regions consume wine that has an alcoholic content of less than 5 and this contribute for longer life. Besides, the residents in these blue zones utilize the 80% percent rule on which they feed at only 20% preserving the rest. They have developed a habit of eating small amounts of foods many times to which contrasts the eating habits of the people in the rest of the regions.

Connection is another component of the formula for longevity. The people in the blue zones tend to have a culture that encourages people such as families to stay together, and this reduces the rate of loneliness. According to research most of the people die due to isolation and therefore being in the hands of a loved one prolongs the person’s lifespan as it provides them with a sense of belonging. People in the blue zones are born on the right tribe implying that they are born with people to whom they share the same culture and practices. It is said that if a person associates themselves with obese individuals, there is a higher probability that they will also be obese. People in the blue zones associates themselves with a common culture, for example, the Adventists have a culture of walking once in a week, spending time together planning for their next walks and operates in the same religion to which they strictly observe. Having the right people by your side increases that lifespan as they motivate you in whatever they are doing. All these factors are the ingredients for the formula for longevity.

Reference

Dan Buettner, How to live to be 100+. Retrieved from: https://www.ted.com/talks/dan_buettner_how_to_live_to_be_100?language=en#t-1079862

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A day in the life of a dog

Most of my friends say that they hear human beings repeat the same phrase, “every dog has its day, to me, I feel every day is a dog’s day” and they need to make our days better. Since I came to this family, the oldest dog I have ever seen is my neighbor’s dog called Osama, He was pretty sluggish, but the people loved him, they would do with him in the afternoon and give her with dog biscuits and other nutrients. Unfortunately, Charlie passed away, and I was moved when the children held Osama’s day under their tree. After all said, my typical day starts at 9.00pm, when my master, Charles, comes to open my kernel for a cold night. Charles is warm and loving but his father Mr. Joe is extremely rude to me, my friends and any other canine that comes to his compound.

Charles always keeps his time; he comes to open the door for me at exactly 9.30 every day and stays with me as I take my super. We talk in low hushed voices. He motivates me telling me that he doesn’t like the way Mr. Joe is treating me and would like to give me better food when he finally get employed. Then other day, he came late and apologized, Charles also realizes that it is rude to shout at me. I wonder wither him can hear me, but I feel we communicate as he does what I say and I follow his commands. After my super Charles allows me into then family room, we share a lot in common. He likes traditional cuisine, and sports. He likes swimming and hiking, just the things that make me happy. He keeps on stroking my mane my hair while we talk, at times he allows me to sit on his lap especially when we are out.

The father would always come to my kernel door and shout at me, talking obscenities to me. He yells at me after having quarrels with his family. I always prefer quite moment especially in the morning as I take my morning nap. Mrs. Joe is very kind, but kind heart never won a fair lady, I prefer those who give me food, care about how I survive. Dogs prefer better food, my neighbor’s dog always barked to get the attention of their master when the master failed to give him proper food. The neighbor had to take her to the hospital for vaccination but was euthanized. How do human being think about us, they use as lab animal for research. I agree we share some characteristics, but taking your guardsman to hospital for euthanasia even when he is nagging is not appropriate, decent death is every dog’s right.

My master’s father is also a man who needs constant medical checkup. I hear, higher animals call it, psychoanalysis, he suffers from animal phobia, he hates me with venom, I don’t remember having annoyed him, or barked at him when he comes home late. We always pass each other like sworn enemies without any word, no glancing at each other or exchanging a word. I also tend to hate him, he never give me anything even for guarding his home. For example, there was a burglary in his stores and I alerted him, he only came out and asked barked at name to keep quite. He never went around checking, to him, I Was making noise, but to me, I was doing my duty. When I was hit with a stone, he never came out to see what was going on, he only opened the window and shouted then went back to sleep. The following day, he blamed me for allowing thieves to steal his motorbike.

Charles is exceptionally a skilful master. Oh! How I wish Charles was my master. I would have served him like it as my last day on earth, I would welcome the dogs in the neighborhood to help me keep guard in the compound, but what does Mr. Joe gives me for my hard work, sneer, and insults. Finally, Mr. Joe’s family is one happy family; they have a loving family house, a comfortable dog’s kernel courtesy of Charles and above all, a good diet. However, I don’t care about the diet, I prefer dog’s biscuit and not just same cocktail of recipes that Mr. Joe brings me on a Saturdays, he makes hate Saturdays because Charles goes for his piano lessons on Saturday leaving me at the mercy of his father.

Finally, Mr. Joe also happens to have a mistress, oh, poor lady. How can you fall in love with such an animal? He is cruel, I wonder how they chat and agree or modus Vivendi, Mr. Joe is a batterer he keeps on beating Mrs. Joe, overly subtle ideas which civilized beings should sort amicably. I think he mistreats his wife because he has a naïve blond lady for a mistress. He had forgotten how hard life was for them four years ago when Charles adopted me. He was extremely rude to me from the beginning. He was jobless and Mrs. Joe supported the whole family, how dare he mistreat her. One day, on a sunny day, I will give him a taste of my temper.

A day in the Life of my Dog

There are many times when my dog Rocky does extremely remarkable things, which surprise me. I often wonder what happens during an ordinary day for a dog like mine. When Rocky wakes up in the morning, he wonders why our family has to go to a table, in order to have breakfast. He wonders why everyone has to be seated and eat using cutlery and other utensils. On the other hand, Rocky just uses his mouth without the need to use anything fancy.

Rocky usually wanders why there are many large rooms in the house and each has its owner. This makes him feel less inferior as he lives in a kennel, which is small as compared to the rooms. Furthermore, everyone seems to hide in their rooms and only come out when it is time to eat. Rocky is fascinated by how humans chose to hide in the safety of the rooms. My room has a cage, which contains a parrot, and it often talks to everyone who enters the room. Rocky thinks that I am cruel as I have locked a bird, which should be free, like the rest on the trees. Most times, it even barks when it hears Rocky making the same sound. Rocky believes that he is extremely lucky not to be locked up like the parrot. It seems that he is special to this family, and that is why he enters anywhere he pleases. My stereo is often blaring with loud music, and this makes me get into trouble with my folks. According to Rocky, there are people who live in the stereo and are responsible for the loud music. He often barks at the stereo in an attempt to make the people inside to come out. Unfortunately, he can bark for long periods of time without giving up, but no people come out of the stereo. It seems that dogs will never learn or change even though they keep on repeating the same thing many times.

The toilet is a fascination to Rocky, as he often sees people enter the washroom regardless of whether female or male. The sound of the toilet flushing makes him think that he is about to drown. When the latter takes place, he often runs away so as not to be consumed by the monster known as a toilet. There are many fascinating things, which make Rocky think that human beings are weird. Other times, he suspects that human beings are aliens as they behave differently from how he does. The sound and sight of water trickling down a shower or a tap is quite intriguing to him. He does not understand why it rains inside a building, yet it does not flood. Furthermore, the ‘rain’ is sometimes hot, yet he is used to cold, rainy water. The steam, which appears when one is showering, seems to be a ghost. There are many thoughts that run through Rocky’s life when he sees water and the manner, which people use it.

The television set is the most exciting thing in the house, and it has many intriguing channels according to Rocky. Rocky finds it hard to understand why the characters cannot get out of the television set. He finds it extremely compelling when people with guns shoot towards him, yet he never dies. Ironically, those who are shot in the television often lose their lives or become hurt. Rocky believes that his family as well as him are distinct, as nobody in the television has ever shot them. The National Geographic channel also fascinates him as he sees many animals that are strange to him. He wonders about the other world, which exists inside the television and how he would one day like to visit it.

Most times, when I am doing my assignments, Rocky often looks at me and probably thinks that I am strange. I often use a paper and pen when writing down my thoughts, and later type it on the laptop. According to Rocky, these rituals must be in preparation for an occasion. In fact, Rocky often keeps me company as he believes some bad people might steal my work. When charging the laptop Rocky stares blankly, as I am supposedly injecting it with electricity. Rocky remembers an incident whereby, I tried plugging the refrigerator on then it blew up. It seems that anything, which concerns electricity, is dangerous, and that is why Rocky fears sockets and plugs.

People keep on removing drinks and food from the refrigerator, and this must be a shop according to Rocky. There are many appetizing food stuffs, which are kept in the refrigerator. Rocky often sees me removing steak, which I then cook and serve to him. The refrigerator must be the houses owner, since it provides everyone with food. Indeed, there are many amusing things in the house which Rocky lives in. This is the life of my beloved dog Rocky.

The refugee crisis in Europe: A display of double standards on migration policy

Introduction

Armed conflict in the Americas, the Middle East, Africa, and Asia has led to many refugee crises around the world in the past ten years. But in the last few months, there has been a new migrant crisis, and Europe is once again the center of attention around the world. At the start of this year, the Russian military began to move into Ukraine. Since then, millions of Ukrainians have left their homes to find safety. Most of them went to Poland, Romania, and Russia, which are nearby countries. More than 10 million people have been forced to leave their homes, making this the worst refugee crisis in the European Union (EU) since World War II (Aalto et al., 2022). In a show of solidarity with refugees that has never been seen before, a recent report by Chaaya et al. (2022) found that European governments and people have opened their borders and homes to people seeking asylum in the area. Even though everyone is focused on Ukraine, the Greek coastguard continues to turn away asylum seekers trying to enter the country from Turkey (Rahimi and Abadi, 2022). In Melilla, the Spanish police are using force to stop people from climbing the wall, a majority of them being asylum seekers. The big difference shows that the EU treats migrants differently based on different criteria (Cai et al., 2022), one that can only be termed as preferential and double standards. Because of its troubled past, Europe has always had strict rules for refugees. It is unlikely that other people seeking asylum in Europe would be treated the same way as Ukrainians (Choudhary et al., 2022). The EU’s help for Ukrainians who had to leave their homes is an example of how the process of giving asylum to refugees is highly political and often biased.

Research background on the refugee crisis in Europe

Research problem regarding policy double standards

Rationale for conducting the research: The why on refugee crisis

Research aims: To establish that Europe has a double stance when it comes to refugee management policies

Research objectives and questions

Literature Review

Definition of refugees

Background on Refugees in Europe

When did it become a crisis?

Critical problematic incidences in refugee management in Europe

Sample migration policy and standards

Examples of migration double standards

Methodology

Research Design: Qualitative Approach

Explanation on why the method was chosen

Critical Justification of qualitative approaches

Potential Limitations

Findings and Discussion

Presentation of findings

Relevance of the findings

Implication of the findings

Comparative analysis with literature

Questions for future research

Conclusion

Summary and overview of the entire research process undertaken.

Brief mention of main findings

Discussion of the research questions

Reference List

Aalto, S., Kiiras, K., Mayer, H. and Miettinen, H., 2022. Armed conflict in Ukraine. Perspectives on the geographies of inequalities and Sustainable Development Goals—five case studies, p.38.

Cai, H., Bai, W., Zheng, Y., Zhang, L., Cheung, T., Su, Z., Jackson, T. and Xiang, Y.T., 2022. International collaboration for addressing mental health crisis among child and adolescent refugees during the Russia-Ukraine war. Asian Journal of Psychiatry, 72, p.103109.

Chaaya, C., Thambi, V.D., Sabuncu, Ö., Abedi, R., Osman, A.O.A., Uwishema, O. and Onyeaka, H., 2022. Ukraine–Russia crisis and its impacts on the mental health of Ukrainian young people during the COVID-19 pandemic. Annals of Medicine and Surgery, p.104033.

Choudhary, O.P., Saied, A.A., Ali, R.K. and Maulud, S.Q., 2022. Russo-Ukrainian war: an unexpected event during the COVID-19 pandemic. Travel Medicine and Infectious Disease, 48, p.102346.

Rahimi, F. and Abadi, A.T.B., 2022. The Ukrainian refugee crisis and the COVID-19 pandemic in Europe. International Journal of Surgery (London, England), 102, p.106671.

The Rehabilitation Act of 1973

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The Rehabilitation Act of 1973

The Rehabilitation Act of 1973 offers complete vocational rehabilitation (VR) facilities designed to assist persons with mental and physical disabilities come to be employable and to enable integration and independence into the community. The Rehabilitation Act of 1973 was reauthorized by Congress for 5 years via FY2003 as a portion of the (WIA) Workforce Investment Act of 1998 (P.L. 105-220, signature put on August 7, 1998). The Rehabilitation Act is anticipated to be revised for reauthorization in the 108th Congress. The majority of the Rehabilitation Act’s activities and programs are managed by the Rehabilitation Services Administration (RSA) in the United States Department of Education (ED). This particular Act was initially passed in 1920 as a way of bringing back physically wounded workers back to their careers. This program was extended in 1943 to aid meet the workforce shortage after the World War II entrance of the United States. Changes in 1973 offered service priority to individuals with extreme disabilities if those kinds of people had the potential for employment.

Addictions and the law

The 1973Rehabilitation Act, in conjunction with Americans with Disabilities Act (ADA) of 1991, has offered wide security for individuals with mental and physical deficiencies. The Rehabilitation Act and Americans with Disabilities Act offer a precedent for the involvement of drug and alcohol addiction as incapacity. A worker with a drug problem, alcohol problem, or both (which may incorporate prohibited substance if undergoing treatment and not utilizing it) may be given room in the way of management addiction prior to their job lose. An alcoholic individual is eligible for the choice treatment of obsession to undertake the vital duties of a specific occupation (Kamariah, 2018). An alcoholic individual that does not want treatment may be fired from the post, particularly if incapable of doing their duties because of constant alcohol utilization. Nevertheless, law court rulings over time have formed some discrepancies as to the way these acts may be implemented in personal cases such as; (Whitlock v. Donovan, 1984;

McKelvey v. Turnage and Traynor v. Turnage, 1988; Treadwell v. Alexander, 1983)

Academic modifications and accommodations

The Rehabilitation Act of 1973 section number 504, known as (Section 504) is the civil rights statute that barred refinement against disabled scholars in municipal institutions that get federal funds (Education, D. R, 2019). For qualification of Section 504 accommodations, a scholar requires to be containing mental or physical deficiency that significantly limits one or two or more main activities of his or her life. This section was the start of additional federal legislation, like the PL 94–142, of which permitted disabled scholars to get modifications and adjustments of their syllabus because of their incapacity. This clarification of this rule has been actualized further in the Americans with Disabilities Act of 1990 (ADA) plus the American with Disabilities Amendment Act of 2008 (ADAA).

There exist three parts of possible inequity that Section 504 covers; it forbids community schools from not including scholars from contributing to school activities or programs because of their disability. Institutions have to take sensible steps to avoid harassment founded on the disability of the scholar’s, and schools need to offer accommodations to make sure learners with disabilities are given the same chances to profit from activities and programs.

The basic legal structure and organization

 The Rehabilitation Act was passed in 1973 by Congress to “motivate persons with disabilities to make the most of employment, self-sufficiency in the economy, independence, and integration and inclusion into the community”. The Act forbids perception on the grounds of incapacity in programs of getting federal backing, in activities carried out by federal agencies, plus in the activities of employment of the federal contractors or federal government (Chan, et al., 2017). For instance, the Act indicates: “… no competent persons with incapacity … will, exclusively by reason of their incapacity, be disqualified from the involvement in, be deprived of the profit of, or be exposed to inequity in any activity or program getting federal monetary help or any activity or program piloted by any administrative agency ….” It is under Section 501 of the Rehabilitation Act that forbids employment refinement against qualified persons with incapacities in the federal division, comprising of the United States Postal Regulatory Commission, Smithsonian Institution and Postal Service. It doesn’t need these units to have a minimum figure of workers at the workplace to be covered. This section is managed by personal agencies’ Equal Employment Opportunity administrative Centre.

Section 508

This section of the Rehab Act talks about information technology. Precisely, it needs federal agencies’ data and communications technology to be available to individuals with disabilities—comprising not only employees but also members of the community. Whereas Section 508 only relates to federal agencies, numerous private companies have adapted its values as a method to guarantee their infrastructure technologically is available. The cooperation on accessible technology and employment, which is sponsored by the U.S Department of Labor Office of Disability Employment Policy, offers a variety of guidance for companies on the way to “think accessible” when it’s about technology. It also comprises of an employer’s guide and talent works on online device that may assist companies in making sure their online job submissions and additional e-Recruiting pieces of machinery are available to job hunters with disabilities.

The employment barriers for individuals with the mental disorder include the experience of the indicators of mental sickness, prejudice, the incapacities brought by the sickness and its concerns and consequences regarding government loss of benefits. Engendered by shame, prejudice decreases public acceptance of persons with mental illness and outcomes in discrimination. The prejudice that occurs amongst mental health experts’ results in decreased quality services and less option given to service recipients. A person’s internalized self-stigma decreases the individual’s confidence in their potential and can be the toughest stigma to overcome.

Numerous mental illness persons have missed out on significant vocational exposure. The diseases affect various areas such as concentration, memory, anxiety, interpersonal interactions, and self-esteem. Medication can have overt side effects physically and less social impacts. There is solid evidence that a previous history of work is the finest predictor of educational or vocational success, a research result that requests for persons to starts to acquire some sort of vocational knowledge as young people. In the U.S, the Rehabilitation Act of 1973 and successive amendments created the Rehabilitation Services Administration, offered federal sponsorship for vocational rehabilitation facilities, defined reinforced employment, and focused consumer choice and an assumption of employability for all persons with disabilities. The Workforce Investment Act (WIA) in 1998 recognized a one-stop workforce growth system, and the Rehabilitation Act are incorporated under the WIA.

Reference

Chan, F., Tansey, T. N., Chronister, J., McMahon, B. T., Iwanaga, K., Wu, J. R., & Moser, E. (2017). Rehabilitation counseling practice in state vocational rehabilitation and the effect of the workforce innovation and opportunity act (WIOA). Journal of Applied Rehabilitation Counseling, 48(3), 20-28.

Education, D. R., & Fund, D. (2018). Section 504 of the Rehabilitation Act of 1973.

Kamariah, M. A. (2019). The Drug Dependents (Treatment and Rehabilitation) Act 1983. Journal of Malaysian and Comparative Law, 10, 229-244.

Murphy, K. L. (2020). Civil Rights Laws: Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973: IA v. Seguin Indep. Sch. Dist. 881 F. Supp. 2d 770. Journal of Physical Education, Recreation & Dance, 92(1), 57-59.

Core 110-T

October 4, 2013

A Debate about Choosing the Best Education Method

What does it mean to be a well-educated person? And what does it take? The question about the best method to educate individuals has been at the center of intellectual debate for several decades. Commonly, scholars who review this field focus on the already existing methods of delivering education as they propose changes that would be made to eliminate drawbacks and enhance the strengths of such systems. Yet, this remains one of the most challenging points in determining educational curriculum. This is because societies are characterized by diversity and retain differences in preference in terms of educational and intellectual transfer. Thus, it is not easily possible to achieve a universally accepted and acclaimed system of education. At the same time, there are a number of elements that remain acceptable as academically stimulating and intellectually important. It is for these reasons that Paulo Freire contrasts the “banking” concept and the “problem-posing” concept of educational delivery. From his presentations, the banking concept of education is oppressive and retrogressive. On the other hand, the problem posing concept is progressive, reformist, and open minded. Nonetheless, there are still some favorable elements that can be picked from the banking concept even as delivery methods are considered.

Although there is no universally accepted definition of education, many definitions point to the process of knowledge, skill, and informational transfer. Whereas formal and informal transfer of knowledge can take place passively or actively, it is worth noting that formal set-ups have almost all structured systems of transfer. It is because of this reason that the two; “banking” concept and the “problem-posing” come into scrutiny, especially considering the role they play in intellectual transfer.

Thus in his analysis, Paulo Freire gives a critical and rather realistic evaluation of the “banking” concept of education. To begin with, he points out that the teacher student relationship is one characterized by a more narrative position where there is an ungoverned narrator and a passive listener with the “Subject (the teacher) and patient listening objects (the students)” experiencing a one way dialogue of learning (37). In seeking to explain the mode used by the teacher, Freire further points out that the reality given by the teacher in this setup is ineffective. He proceeds to justify this by categorizing it as “motionless, static, compartmentalized, and predictable,” and with no link to the student’s status of reality (37). By giving the example of a student memorizing the concept of four times four is equal to fourteen without actually perceiving the reality in the units and metrics involved, he justifies the case that educational methods can pass information without actually achieving the goals and objectives of education. In this system, the teacher remains the sole source of information; he is the information bank from which information given to the students is drawn. Contrarily, the student remains a motionless bag, a simple receiver or as Freire puts it, “containers,” or “receptacles” to be “filled” by the teachers.”

In this setup, education summarily becomes “an act of depositing, in which the students are the depositories and the teacher is the depositor.” The elements that create the fundamental flaw in this system include beliefs that the teacher should know everything, be the only thinker, talker, disciplinarian, choice maker, actor, program chooser, and the subject while the student remains passive as the teacher misconstrues ownership of authority with monopoly of knowledge (38). In basic reasoning, this system deprives humans of the power of critique and reason. It denies them freedom of expression and creates a gap in intellectual dialogue. Nonetheless, it should be ironical that teachers and students who have mastered this art are professed as the best. Even so, in the process of education, there is some kind of content that the student may never know unless instructed. This includes knowledge of technology and technical subjects. Thus although the banking concept is not wholesomely suitable, it may remain relevant in exceptional occasions.

In counter, the “problem-posing” method where both of the teacher and the student can share their thoughts of any subject is considerably of more credence. The necessity for this method is to give the student a chance to share his/her thoughts to the teacher, which helps letting him/her to have a deeper understanding of the subject. Besides, nowadays students do not depend only on schools to learn. Some students learn via surfing the Internet, which can be counted as a decent source to support their studies by giving extra information that the books might not have.

Therefore, teachers can also learn from the knowledge that the students share with them while they are having a dialogue of any subject. That can also help to have a well-educated generation that the country where they belong to can get benefit from and evolve its civilization in faster way. “Students, as they are increasingly posed with problems relating to themselves in the world and the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated” (Freire 41). Thus, all of the people who have been practicing the “problem-posing” method will be in the challenging field with the rest of the world who will also be fighting educationally with each other aiming to reach the highest the point of education.

Eboo Patel is an educated Muslim person who seeks to redeem the division between the people who have different faiths through his education remarks that “Because the most important thing you can learn is how to turn an idea into reality” (Patel 45). Will those people who are being in the “banking” concept of education method be able to transform what they study into something tangible? It has an obvious answer which is no! Because they gained their education in a method that did not give them the opportunity to think about whether the education they have gained can be usable for them or not.

On the other hand, that does not mean that the “banking” concept method is a useless method, because there are some of the courses that need it especially with the scientific subjects. For instance, remembering the formulas of such scientific subjects in order to resolve the given problems. People who are willing to be engineers are more likely will be dealing with the “banking” concept method where most of the required courses depend on memorization. This means, some courses are not being able to deal with another method rather than “banking” concept during lectures.

Otherwise, it also has such negative impacts that lead whatever country has the “banking” concept method as it is main method in the educational field to be expected to join the behind countries. Through seeing such sophisticated countries, people obviously notice that some countries, which use the “banking” concept method, are slowly developing. That emphasizes the belief of cooperating with this method can be counted as an element of going through a harmful crises that hardly can be solved.

Saudi Arabia is one of the best examples that represent the “banking” concept method where a lot of students prefer studying abroad to avoid being under that method. They believe that when students have no ability to share their educational experience will decrease the chance of being well educated. Thus, upon this issue where a lot of Saudis have been suffering from the local educational system, the King of the Kingdom of Saudi Arabia established King Abdullah Foreign Scholarship Program to provide a chance for whom not satisfied with the educational method of Saudi Arabia. The result of this program is really positive where Saudi students have experienced various backgrounds in many different countries such as the United States of America. In Saudi Arabia, there are several places are contributing in taking those expert students who have graduated from the United States to let them clarify the idea of studying abroad and its advantages.

What is the reason behind those countries, which are being distinguished among the worldwide? Countries that have the “problem-posing” method in their educational system provide the opportunity to teachers and students share their educational experiences in classrooms where both of them feel comfortable about it. Teachers transfer their education to their students. Nevertheless, since the students have a lot of sources they can learn from them such as media and Internet, they will be able to be a part of the discussion that is given in classes. Moreover, teachers who gained their education long time ago, they more likely will learn new educational concepts from their students.

The United States of America is counted as one of the suggested places that ambitious people would go to achieve their objectives. Based on the method that the United States of America has, this country has become one of the most powerful countries in the educational field. A lot of foreign students, who left their home countries in order to be educated in the United States, have proved how they are well educated to their original countries after they get their degrees completed. Saudi Arabia can be used as an example to show how successful the “problem-posing” method is. They gained a lot of benefits of the students who were being under the “problem-posing” system, where they are holding such high positions in huge companies in their home countries due to the experience they have had while studying in the United States.

To sum up, in the present time the “problem-posing” method is working much better than the “banking” concept because the entire world is facing the evolution. Teachers and students are being targeted where they really can learn from each other as long as they deal with the “problem-posing” method. This method allows them to have a long dialogue in classrooms. In addition, some students will learn how to communicate with others, as we know that a lot of educational fields require good skilled person in communication. Students will end up with a high qualification before they join their future careers.

Works Cited

Freire, Paulo. Pedagogy of the Oppressed. Valparaiso University , N.D.

Patel, Eboo. Acts of Faith. Boston: Unitarian Universalist Association of Congregations, 2007.

Euthanasia, a Moral Issue

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A critical analysis of Gay-Williams article: EUTHANASIA, A MORAL ISSUE

Moral Theory

Williams articulates his assertions citing his arguments from the laws of nature. This argument is centered on the idea that killing ourselves is immoral, therefore, in the same vein; a physician killing is also immoral (Munson, 1979). This is because, according to William, in violation of the natural impulse for self-preservation is, thus, against human nature. Coupled with this theory, are very crucial ethical principles of bioethics, which as autonomy, no maleficence, beneficence, and justice (Munson, 1979).

The principle of autonomy clearly advances the notion that any rational person is and should be self-determining and able to make own decisions (Munson, 1979). This is in contrast with paternalism, where medical practitioners make decisions that are independent of the patient and his family. On the other hand, Williams agrees to the need for autonomy, which in many instances may not be absolute (Munson, 1979). Essentially, patients need to respect the integrity of medical professions and their ability to refute irrational wishes for unsuitable or vain care and treatment. Nonetheless, it is understood that patients who are not contended with the availed treatment should seek treatment options elsewhere as second options (Munson, 1979).

Clearly, active euthanasia according to Williams, which could be viewed as assisted death by utilitarians, violates these principles. As such, it is false to allude that ill people must expect agonies and humiliation from which death in itself is the only merciful release.

Williams Arguments: Summary

Humans, as Gay-Williams asserts have a natural predisposition to continue living. This is self-fostered in the practice of care and caution necessary to look after ourselves in our daily lives (Munson, 1979). Moreover, Williams relays that our reflexes and responses aid us in fighting attackers, hide from wild animals, and respond fast to alarms. In addition, Williams alludes to the fact that our bodies are structured for survival right down to the molecular level (Munson, 1979). When we are cut, our capillaries seal shut, our blood clots, and fibrinogen is produced to start the process of healing the wound. When bacteria invade us, antibodies are produced to fight against the alien organisms, and their remains are swept out of the body by special cells designed for clean-up working. Hence, the act of killing violates this natural goal of survival. Therefore, this is exactly acting against nature because all the processes of nature are inclined towards our survival (Munson, 1979).

Gay-Williams further notes that the organization of human body and patterns of behavioral responses make the continuation of life a natural goal. Thus, the reason against euthanasia is that is sets humans against their nature, therefore, makes it wrong for people to kill themselves or be killed by a physician (Munson, 1979). Consequently, it is altogether unlawful to kill oneself, for three main motives. First, it is because we all love our inner selves and our mutual existence. Further, it is the result of the common understanding, revealing our wish and an inner liking for natural wellbeing. Wherefore, perversity is dissimilar to the predisposition of nature, and to the basic knowledge that every man should love himself, an implication that charity begins at home (Munson, 1979).

Critique

I entirely agree with Williams that active euthanasia and its practice by medical physicists is out rightly wrong and against natural laws, simply because man has a natural drive and urge to survive, to continue living (Munson, 1979). Thus, it is absurd and a contradiction, for an individual to kill himself or be assisted to kill himself/herself since all living things naturally preserve themselves (Munson, 1979). Nevertheless, seeing the issue at hand from an alternative viewpoint, there are many situations in which life has to be sacrificed, especially a life that utilitarians argue, has deteriorated in quality. That is; it is arguably necessary to note that although to live may not be an obligation, but to live morally even when it lasts, to advocates of euthanasia is in itself an uncalled for proclamation. I am afraid that it is critical for a moral requirement to euthanasia. This either by oneself or through the help of a medical professional raise the ominous and despotic prospect that individuals may be required to indulge in perversity against their wishes. Hence, a medical profession who engages a patient in euthanasia performs a duty contrary to the self-interest of the patient (Munson, 1979).

Conclusion

Withdrawn from the notion and concepts of euthanasia and unacceptance reflects a clear and open acceptance of a variation of the purity of life views or may echo concerns about violations of an individual’s autonomy and self-determination. Thus, unlike animals, we are conscious through reason of our nature and our ends. Euthanasia especially by a physicist involves acting as if this dual nature – preference towards existence and sentence of this as an end – did not exist. In addition, euthanasia refutes our basic social character and requires that we honor ourselves or that medical doctors regard patients as nothing less than full human. As clear as crystal is the fact that human being have an inclination toward life and continual of existence. We all deserve better, as a result, individuals need space to exercise their right of self-determination.

Reference

Robert Munson (1979). Intervention and reflection: Basic issues in medical ethics. Thomson/Wadsworth.

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Introduction

As many would argue, the modern world today results from activities that took place in the past, as well as, the shaping of the society in the years preceding the current. Accordingly, numerous research studies have been carried out to explain this phenomenon, as researchers attempt to define the growth and development of societies. As these studies would illustrate, growth and development of societies is reliant on a number of social, political, and economic factors. These factors determine a society’s route to modernity, with most differing from each other. In an attempt to understand this growth and development, Barrington Moore examines the modernization of Europe and Asia, highlighting a number of countries from each. As he explains in his book, the agrarian and industrial revolutions played a major role in the route to modernity.

Most importantly, it is the assumption of roles by the two main social classes, the elites, and the peasants/serfs, that played a key role in this. Bowman agrees to this in his book, Masters & Lords: Mid-19th-century Us Planters and Prussian Junkers. Bowman states that the roles played by the elites and the peasants played a role in the shaping of societies, both politically and economically. Accordingly, Moore explains that the transformation of countries into democratic societies, was highly reliant on liberating peasants and serfs so as to build a strong political and economic structure. This, in turn, allows societies to develop themselves as a

This paper presents a critique of Barrington Moore’s ideas in the book, Social Origins of Dictatorship and Democracy: Lord and Peasant in the making of the modern world. The paper also draws attention to the book Masters & Lords: Mid-19th-century Us Planters and Prussian Junkers, by Shearer Bowman in relation to this. Fundamentally, the paper provides a discussion of the path from serfdom to democracy in modern Europe, illustrating two routes to democracy including commercialization and peasant revolution.

Development of Democratic Societies

According to Moore, the development of democratic societies is dependent on three main factors including the identification of arbitrary rulers, the replacement of these rulers with rational rulers, and the inclusion of the minorities in governance (Moore 158). However, because the early societies were highly characterized by dictatorial and monarchist leadership, the transition to a democratic society was a difficult process. Just as is characteristic of the modern society, the conventional societies where characterized by two distinct social classes. These social classes included the elites and the peasants (Moore 56). The elites were considered as the indirect rulers of the society as they enjoyed both political and economic influences over their particular societies.

The peasants, on the other hand, were economically handicapped, and for that reason, were easily subjected to the demands of the elites. This trend was common in most parts of the world including Europe, Asia, as well as the United States. Though this trend readily supported dictatorial leadership and monarchism, it also favored the possibility of democratic development. As Moore explains, the exemption of certain social classes from authority, coupled with the right form of resistance, opens the path to democratic development (Moore 230). He argues that this situation inherently led to a significant restructure of the agrarian economic constitution, as the different social classes took on new and different roles. There was a formation of a new group of capitalist farmers, most of whom were previously peasants. Because of their previous lack of access to some of the basic requirements, this group treated their newly owned lands as capital. They worked solely for attainment of profit because they were included as part of the market after the revolution.

This group of individuals aligned their interests to men of commerce, as opposed to, the Crown, which consisted of the elites and the rulers of the society. For that reason, peasantry in these societies declined and because the higher percentage of individuals did not show support for the Crown, the weakened Crown was forced to acknowledge the ascendancy of growing bourgeoisies (Moore 418). This, in turn, encouraged the transformation into generalized aristocracy that signified democratic development. Moore expounds on this concept by highlighting some of the developed countries that experienced a democratic revolution. He compares the activities that took place within these societies, and as he had predicted the trend is similar in each of the countries examined. In addition to this, Moore also looks at the countries and societies that did not embrace the common route to democracy and the effect this had on the society.

Upon a closer examination of the ideas presented in his book, it is evident that the path to democracy involved two main routes including commercialization and peasant revolution. With commercialization, different countries took a different route depending on the existing political and economic systems in their societies. Countries such as Germany and Japan embraced capitalism as their preferred means for commercialization. England, on the other hand, took to the application of fascist ideologies in commercialization, thus democratic development (Moore 447).

Commercialization

The agrarian revolution forced more people to convert into businesspersons. This, in turn, encouraged the advance of commerce in most towns and societies. The growth and development of commerce implied an increase in the need for money in these societies, and those in authority demanded more tax payment by citizens. As Moore explains, several countries and societies responded to these changes in different ways. England, for example, resulted to setting their peasants free so that they could develop themselves economically as much as they could (Moore 479). France, on the other hand, opted to have the peasants take over the land as a way of encouraging them to engage in commerce. The response of countries in Eastern Europe was much different, and they opted to maintain the peasant reduce the formerly freed peasants to serfdom. This, in turn, led to the increase, if not a maintenance in the number of peasants in the society. By maintaining a high number of peasants, the achievement of democracy became a hard task for these societies, with the immediate result of this being the development of a communist dictatorship. According to Moore, the elites and upper class would use various political and social levers to hold down the peasants as their labor force for the transition into commercial farming (Moore 384). Peasants would provide the labor required for the elites to engage in large scale-production of commercial goods. Accordingly, this inherently leads to the realization that commercialization is equivalent to commercial agriculture, and for that reason, encouraged an increase in this practice. In countries such as France, commercialization did not decrease peasantry, but instead, it took a lot more out of it thus contributing to the revolution.

As Moore explains, Germany and Japan opted for capitalist response to commercialization, and for that reason, these countries easily transformed into industrialized societies. The capitalist response to commercialization also ensured that these states did not experience similar revolutions that other societies were experiencing. The strategy with this type of response is to maintain the existence of peasants in the society, and to introduce all the required changes in the society for the assurance of the production of surplus goods for commercialization (Moore 512). The only changes taking place in such a situation would be the fact that peasants took part in the commercialization of these societies. This ensures the generation of profit that could easily by translated into ban economic stronghold for these societies. Moore defines such systems of commercialization as labor repressive systems, which are characteristically unfavorable for democracy but play a fundamental role for the society (Moore 435-437). Accordingly, commercialization helped in shaping democratic societies as we know them today. Moore explains this by illustrating the different paths of commercialization that countries had taken, thus the emergence of democratic societies.

Peasant Revolution

The second and most important route to democracy involves the peasant revolutions that characterized the societies at the time. In the book, Moore explains that the process of democratic modernization resulted from peasant revolutions. Though most of them would fail in achieving the desired outcome, those that succeeded, saw the transition of societies into modernity. Moore states that the large numbers of peasants and landless labor was a potential source for revolution, which is exactly what transpired during this time. According to Moore, the more likely the revolution of peasants in a particular society, the higher the possibility of this society to develop into a democratic society (Moore 435-437). Countries that were subjected to peasant revolutions attained democracy mush faster than those countries that did not. He further explains this by stating that societies that are socially segmented depend on diffuse sanctions for their coherence. By maintain the peasant population and extracting economic surplus from peasants, there is a possibility that a revolution is likely to occur. This is because peasants, much as they were of a lower social class, did not take kindly to having what they had worked hard for taken from them. Accordingly, these peasants rebelled from such systems of existence and they fought for the attainment of what they considered as the freedom of rights. These revolutions were aimed at assisting peasants in receiving their social rights, as well as, the creation of a different segment or social class that was far above peasantry.

Moore also states that countries that were characterized by agrarian bureaucracy were more likely to experience such revolutions (Moore 217). This is because they depended on a centralized form of authority that had no consideration for the lower class members of the society. Instead, such an authority worked for the benefits of the elites, and the peasants were greatly disadvantaged. In relation to the process of modernization in these societies, the success or failure of the elites in commercialization also affected the political systems in the societies. In societies where elites successfully managed to take up commercial agriculture and to permeate rural life, there was no likelihood of a peasant revolution (Moore 278). This is because such societies provided the peasants with the necessary economic security for development, and for that reason, the peasants did not feel the need to rebel against their authorities. Those societies where the elites tried to take over surplus production from the peasants, were faced with various revolutions, which also assisted them to develop into democratic societies.

Countries such as France, Russia, and China experienced peasant revolution at its highest form. According to Moore, there were two reasons behind this revolutions including the competition for land between the peasants and the elites, as well as, social cohesion instability in such societies (Moore 470). Moore believes that the revolutionary violence that was experienced at the time played a great role in the development of these societies into democracies (Moore 227). This is because it encouraged peaceful negotiations that were necessary for the process of change, and the gradual modernization and democratization. Moore explains that the revolutionary violence exposed a past repressive society, which in turn encouraged these countries to work towards a less tyrannical future. This, therefore ensured the transformation of authoritarian societies into the democratic societies that they are today.

Conclusion

The path from serfdom to democracy in European countries and states was a complex and multifaceted process that demanded a degree of compliance by those responsible for governing the states. Moore examines this transition in his book, and he argues that the need for change especially in the social, political and economic systems in these societies was the primary determinant of the achievement of democracy. Accordingly, he identifies two main causes of democratic development in these societies including commercialization and peasant revolutions. He explains that commercialization increased the demand for economic and social freedom, whereas the peasant revolutions saw an increase in the demand for political freedom. This is because commercialization allowed all social classes to experience economic liberalization, something that was new to may especially the peasants. Peasant revolutions, on the other hand, arose from a denial of the achievement of this liberalization. Through these revolutions, oppressed peasants demanded equal treatment, thus the development of modern democratic societies. The violent nature of the revolutions compelled societies into listening to their demands for equal treatment, which in turn allowed these societies to embrace democracy as part of their system of governance.

Work Cited

Bowman, Shearer D. Masters & Lords: Mid-19th-century Us Planters and Prussian Junkers.

New York, NY u.a: Oxford Univ. Press, 1993. Print.

Moore, Barrington, Edward Friedman, and James C. Scott. Social Origins of Dictatorship and

Democracy: Lord and Peasant in the Making of the Modern World. Boston: Beacon Press, 1993. Print.

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Final essay by using major in the success book

Patrick Combs, Major in Success is an inspirational book written on how to achieve success in different areas of education. Acquiring a college education is an essential part of a human beings life. It is this education that guides a student on the right carrier path to take. One of the challenges students face in colleges is the choice of the right courses when majoring. Students have been known to take on combinations that do not appeal to them in the future. This in turn puts then between a rock and a hard place in that they are left to either continue with a course they do not enjoy or start all over again. Major in success writes on how students can approach this situation by making the correct decisions when in school.

The purpose of this paper is to write an essay based on the book Major in Success. The book focuses on the chapter 1- 10 and 15- 18. The paper later offers a conclusion which summarizes the contents of the analysis offering a personal opinion on the book.

The journey of getting a college education can prove to be tasking for the better part of the time. Following the steps that the book provides ensures that students are on the right path from the beginning of their studies to the beginning of their career. When students graduate, they are faced with the new challenge of searching for a job. This is the difficult time in that the rate of unemployment dictates which jobs are available. The author thus encourages students to be innovative in their job search. Students are encouraged to be initiative by taking risks. Taking risks basically means investing in an alternative source of income besides working for someone else.

One of the aspects that ensure the complete cooperation of students is having inspiration. It is difficult for students to follow the dreams if they are being constantly misled by their peers and councilors. Students need to determine what they intend to do in the future by themselves. This does not dispute the fact that they should undergo guidance and counseling in achieving this dream. It simply means that students should be able to reflect on what type of career and goals inspire them. This will in turn provide a basis for the way they choose to go about their studies. Combs’ thus, places emphasis on the significance of education. Despite this, he also acknowledges the need to explore alternative talents which are viewed as extracurricular activities. This is one of the pivotal points in the final chapters. They provide an alternative in terms of career choices.

Success is not given it is earned. Most students desire to have a promising future without putting effort in their studies. Combs’ insists that if there is something worth having, one should work hard for in order to reach their projected goal. Students are thus encouraged to put effort in all the tasks they choose to perform. Hard work is an essential part of success; it is through hard work that individuals achieve their goals in life. Students should make hard work part of their life. This will prepare them for the future out of college. Most people think that when they are done with college, all their challenges are over. This is contrary to the popular belief in that students have to select their career based on the courses they majored in college.

“Major in Success” is a book that seeks to guide students on making the right decisions. Decision making is an important part of building ones future. As stated earlier, students often make their decisions based on their peers. This does not give them the provision to determine what is good for them in the future. With the help of hard work, making the right choices and getting an ideal source of inspiration, achieve success can be achieved with ease. The book is important because it not only talks about how to deal with educational issues. It also talks about the facts of life. This inspires students to desire success in their careers and their personal life.

The art of learning has for long time been misunderstood. Students are often intimidated by the coursework and exams they are presented. Fear is one of the factors that place barriers in achieving success. Reading the book is thus ideal in that it removes the physical and mental barriers that students experience on a day to day basis. This as a result motivates students to take on their problems without fear. Removing negativity from one’s mind empowers them with the willpower to overcome any barrier.

In conclusion, major in success is one of many inspirational books. Combs however, sets the book apart from the rest through providing examples that students can relate. This in turn makes it one of the most successful guides to success in that it targets students at an early stage in their life.

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ABSTRACT

The purpose of this study will be to analyze Chlamydia and determine the effects of DNA fragmentation on male fertility. Chlamydia is caused by an obligate intracellular bacterium, Chlamydia trachomatis (CT). Chlamydia trachomatis infection is sexually transmitted and most common in sexually active partners. 50% of men who are infected by the bacterium show no signs of the bacterium. The infection has a shelf-life of up to four years, and when couples are infected, they have a much impact on sperm quality. The threat the CT poses on male infertility remains controversial since it is not yet proven. Men act as carriers of Chlamydia infection and its transmission to female cause urinary tract inflammation. This infection can cause damage to sperm DNA and acute epididymitis. Sperm analysis in today’s laboratory procedures is not proved enough about the reproductive outcome and, thus, the necessity for upgraded tests. DNA fragmentation tests are available, but most of the laboratories do not support its use. Sperm DNA fragmentation (SDF) has been used in evaluating male fertility though its clinical indication is not clear. SDF test provides recommendations and acts as a reference for fertility specialists to enhance its improvement. This test is often in patients with abnormal to required sperm grams and is necessary for choosing the most appropriate assisted reproductive technique for those unable to bear children. High SDF is related to repeated loss of pregnancy. Samples of 200 patients who have a history of subfertility, both with normal and abnormal sperm grams, will be examined to test whether CT is present. An ELISA test will also be conducted on the patients’ seminal plasma to check for antibodies against CT. To determine the effect CT infections, have on DNA fragmentation, 50-CT infected patient cases and 25-CT negative tests will be analysed by the Sperm Chromatin Structure Assay (SCSA) using flow cytometry analysis. SCSA test will provide statistical data of exceptional quality.

Keywords: Sperm DNA fragmentation, Chlamydia (Chlamydia trachomatis), male infertility, reproductive assisted technique

INTRODUCTION

1.1 Background Information

Chlamydia trachomatis (CT) is one of the most frequently sexually transmitted infection (STI) in human beings and occurs more in partners who are sexually active. Annually, roughly about 100 million upcoming cases of CT are treated in the world. The spread of CT is highly favored because it is asymptomatic, with an infection rate of about 50% men and 90% women. The research of CT is currently focused on females abandoning males despite the statistics that its frequency of infection is similar to both (Jennifer et al. 2017).

Clinicians and researchers in the discipline of reproductive medicine have raised a concern about the spread of STIs. Research shows that almost about 15% of infertility in men is associated with infection of the genital tract. The part played by CT infections towards infertility in males is disputable. Some researches relate CT to inferior semen quality. In contrast, others indicate that CT is characterized by a reduction in sperm motility and concentration, a drop in the number of sperms ejaculated, and interference with the semen pH (Hanen et al. 2014). Infection with CT causes epididymitis, urethritis, and prostatitis in men. Infertility may be caused by the swelling of the epididymis due to the obstruction of the sperm tract (Band et al. 2018).

Sperm DNA fragmentation (SDF) is caused by aging, diseases, lifestyle-related actions, and body infections. It poses a danger towards reproduction in humans and the health of the infants. SDF is induced by three main factors; apoptosis, oxidative stress, and defects in the maturation of sperm chromatin. Apoptosis and sperm chromatin impairment affects testis and causes breaks in the DNA, resulting in dead spermatozoa. Oxidative stress induces SDF after the ejaculation of sperms (Monica et al. 2019).

SDF has become essential in clinics in the essence of its outcome in assisted reproductive technology (Luca et al. 2019). In most semen analysis, DNA quality in sperm cells is not assessed because of sophisticated and complex technologies for DNA evaluation. The standard technology used is sperm chromatin structure assay (SCSA), used in evaluating the damage in sperm DNA (Fernandez et al. 2015). Research has shown that people presenting high levels of SDF are linked to the unsuccessful production of children than individuals expressing low rates of SDF (Fernandez et al. 2015).

Figure 1: Factors impacting the level of SDF present in a semen sample

2152650126365Fertilization Strategy

Fertilization Strategy

4676775230314529718002284095114300022936204743450150304510477501522095292290542672021621753808095Oocyte DNA Repair Capacity

0Oocyte DNA Repair Capacity

right2722245Iatrogenic Sperm Damage

00Iatrogenic Sperm Damage

4381502722245Patient Characteristics

0Patient Characteristics

right1893570SDF and Reproductive Outcome

SDF and Reproductive Outcome

342900798195Techniques for Sperm Selection

0Techniques for Sperm Selection

3752850798195Values for SDF Obtained on Neat or Selected Samples

0Values for SDF Obtained on Neat or Selected Samples

Source: Fernandez et al. 2015

Methods and Materials

Patients consented to their participation in the study particularly the use of their semen. Samples of male ejaculate were obtained from 200 males aged between 20 and 45. The participants had abnormal to normal sperm counts. The samples were tested for CT using a urethral smear test -u A commercial kit that uses direct immunofluorescence manufactured by Trinity Biotech was used. 64 samples returned positive whereas 136 returned negative. A random sampling method was used to select 50 positive samples and 25 negative samples that would be the control group for the study. Some of the participants who tested positive volunteered information on how long they had been infected with the disease and this was noted down. The participants were required to abstain from sexual activity 48 hours before the commencement of the study. On the day of semen collection, the men masturbated into vials that were appropriately numbered numerically (black ink for positive cases and blue ink for negative cases). Semen analysis was carried out using the standard procedure prescribed by the World Health Organization (WHO). Equal parts from each vial were analyzed for DNA fragmentation and the result was recorded appropriately on the sticker. Seminal plasma was also examined for antibodies using an enzyme-linked immunosorbent assay (ELISA) test.

The first step in the SCSA test was diluting an aliquot of semen from each sample to about 10 million. The diluting agent used was a pH 1.2 buffer of phosphate and salt (PBS). This treatment was allowed to hold for about 35 seconds (It is expected that fragments of DNA with 2 strands break (denature) while those with whole double strands remain unchanged.) The sperm cells were then stained with an acridine orange dye which produces contrasting stains in fragmented and intact DNA (red and green respectively). Flow cytometry analysis was then carried out for the stained samples in which blue light excitation of each sample was carried out and the sample observed for color changes (green to red). The flow cytometry allowed the measurement of the extent of sperm chromatin damage by quantifying the extent of metachromatic shifts from green to red in the cytogram intensity patterns. Denatured DNA was observed as the DNA fluorescent Intensity (DFI) or the ratio of denatured DNA to the total DNA present in a sample. The SCSA Diagnostics software was used to analyze the flow cytometry data and a DFI histogram modeled to present the percentage of denatured DNA strands per sample. The differences between samples from participants who tested positive for CT and those who tested negative for CT were averaged and statistically tested for reliability and validity. Also, the extent of DNA damage as revealed by the SCSA was compared across positive samples to observe whether long-term sufferers had a higher prevalence of fragmented DNA. SCSA has been used successfully to identify sperm with fragmented DNA from those sperm with whole DNA. The test reveals fragmented DNA as a plot with dots. The more the dots the higher the prevalence of SDF.

Results

The target specific test conducted on the samples from the participants indicate the presence of IgG antibody in the 50 samples initially marked for infection. The test was conducted before the study could commence to countercheck the accuracy of infectuion. On the same note, both IgG and IgA antibodies were tested for better interpretation of the results. After conducting the SCSA test for each sample the results for the control group ranged from 3-24 percent which suggest good fertility. Most of the samples from the control group (92%) or 23 showed a DNA Fragmentation Index (DFI) of less than 15 percent which indicated excellent fertility. Only two recorded a score of more than 15 percent but less than 25 which shows a fair potential to achieve a term pregnancy naturally. The DFI scores of the study population was categorized on the basis of how long a patient has know of the infection.

Although the time of infection might have varied only two patients were above the 50 percent DFI score. The DNA fragmentation in the study group was about 5 times higher than in the control group. In relative terms, DNA integrity is compromised in the sperm cell of individuals infected with CT. In comparative terms, the patients showed a negative correlation between sperm composition and sperm DNA fragmentation as compared to the control group.

References

Bryan, E. R., Kollipara, A., Trim, L. K., Armitage, C. W., Carey, A. J., Mihalas, B., … & Beagley, K. W. (2019). Hematogenous dissemination of Chlamydia muridarum from the urethra in macrophages causes testicular infection and sperm DNA damage. Biology of Reproduction, 101(4), 748-759.

Dehghan Marvast, L., Talebi, A. R., Ghasemzadeh, J., Hosseini, A., & Pacey, A. A. (2018). Effects of Chlamydia trachomatis infection on sperm chromatin condensation and DNA integrity. Andrologia, 50(3), e12918.Gallegos, G., Ramos, B., Santiso, R., Goyanes, V., Gosálvez, J., & Fernández, J. L. (2008). Sperm DNA fragmentation in infertile men with genitourinary infection by Chlamydia trachomatis and Mycoplasma. Fertility and sterility, 90(2), 328-334.Moazenchi, M., Totonchi, M., Salman Yazdi, R., Hratian, K., Mohseni Meybodi, M. A., Ahmadi Panah, M., … & Mohseni Meybodi, A. (2018). The impact of Chlamydia trachomatis infection on sperm parameters and male fertility: A comprehensive study. International journal of STD & AIDS, 29(5), 466-473.Samplaski, M. K., Domes, T., & Jarvi, K. A. (2014). Chlamydial infection and its role in male infertility. Advances in Andrology, 2014.Sellami, H., Gdoura, R., Mabrouk, I., Frikha‐Gargouri, O., Keskes, L., Mallek, Z., … & Hammami, A. (2011). A proposed mouse model to study male infertility provoked by genital serovar E, Chlamydia trachomatis. Journal of andrology, 32(1), 86-94.Suarez, J. P., Sanchez, L. R., Salazar, F. C., Saka, H. A., Molina, R., Tissera, A., … & Motrich, R. D. (2017). Chlamydia trachomatis neither exerts deleterious effects on spermatozoa nor impairs male fertility. Scientific reports, 7(1), 1-14.