Essay On Chlamydia Trachomatis Sample College Essay

Chlamydia trachomatis-caused sexually transmitted diseases (STIs) are the most common and treatable around the globe. Males suffer from urethritis, whereas females suffer from endocervicitis. Untreated chlamydial infection in men can cause proctitis. Although many Chlamydia-infected women have no or few symptoms, some develop “endometritis,” “pelvic inflammatory disease (PID),” “ectopic pregnancies,” or “tubal factor infertility.” It has been related to a higher risk of HIV transmission or acquisition and a higher risk of cervical cancer. Infected people must be detected and treated as soon as possible to prevent the disease from spreading and wreaking havoc. Tissue culture has long been a standard for verifying a diagnosis (Olson-Chen, 2018). Because of the development of new diagnostic processes, notably molecular technologies that are both exceedingly sensitive and specific and economical, a quick and straightforward diagnosis is now achievable. Several different aspects of genital C. trachomatis infection must be investigated for this review. Throughout the conference, both the clinical picture and advances in the field of medicine will be presented.

C. trachomatis is a significant source of infection in addition to PID and female infertility. Female C. trachomatis-infected women under the age of 24 had a 14.5 percent infection rate, which lowers to 4.3 percent in women over the age of 24. PID affects between 13 and 41% of chlamydia-infected women. Women with PID are more likely to become infertile, while 17% have persistent pelvic pain and 9% have tubal ligation births. The contaminated birth canal endangers neonates during parturition (Olson-Chen, 2018). PID can be avoided by screening young women for Chlamydia, which is cost-effective. The Preventive Services Task Force in the United States recommends routine Chlamydia screening for all women under the age of 23. However, insufficient data supports or opposes routine chlamydial infection screening in asymptomatic males. Without symptoms, up to 65-75 percent of women and up to 45 percent of men are infected with Chlamydia. As a result, many infected people are unaware of their condition and may infect their sexual partners. Other than PID, infertility, and ectopic pregnancies, C. trachomatis infection has the most expensive long-term implications of any STD other than HIV/AIDS15.

Symptoms of C. trachomatis in the female genital tract include changes in vaginal secretions and post-coital bleeding. In some cases, C. trachomatis can spread to the urethra, causing symptoms similar to a urinary tract infection (frequency and dysuria) (frequency and dysuria). On examination, clinical signs such as mucopurulent endometrial discharge, quickly produced endocervical bleeding, or edematous ectopy may be observed. If left untreated, the infection can last for up to four years; however, spontaneous clearance of infection upon diagnosis has been observed, indicating the development of some type of protective immunity. Endometritis and salpingitis may occur due to infection spreading from the cervix. On examination, Chlamydial PID might elicit pelvic or abdominal discomfort, but upper genital infection can be symptomless. In a high-risk neighborhood, 3% to 6% of untreated women had PID within two weeks of testing positive for Chlamydial and returning for diagnosis. PID and other reproductive effects have been linked to recurrent chlamydial infection (Woodhall, 2018). According to unpublished research, up to 17% of women may experience infertility after suffering symptomatic PID, regardless of the source of their C. trachomatis infection.

A pilot study revealed a relationship between “anti-chlamydial antibody” and “ovarian cancer,” but a more extensive cohort analysis could not affirm this conclusion. Anti-chlamydial IgG antibodies have been linked to ovarian cancer in women. If further research confirms these preliminary findings, females with a history of ascending chlamydial contamination may be more likely to develop neoplasia. Chlamydia trachomatis is the most known cause of nongonococcal urethritis in males. The development period varies, but it is usually between 5 and 10 days after exposure. Males commonly have a mucoid or watery discharge. Infection with Chlamydia can cause inflammation of the testes.

“Chlamydia Tranchomatis” is a parasite that presents itself within the cells of your organisms. This virus is spread by oral, vaginal, and anal intercourse. Both intercourse and urine will be unpleasant and uncomfortable for persons suffering from this ailment. Men frequently experience discharge from their penis and pain in their scrotum. Women will experience irregular periods and vaginal discharge with a faint odor. Doctors typically prescribe antibiotics for the patient to take over some time to treat this ailment (Den Heijer, 2019). A person who has already had Chlamydia is recommended to avoid intercourse until their treatment is complete to prevent future transmission. As a general rule of thumb for the general population, women should avoid douching and limit the number of sexual partners they have.

As we have discovered the hard way, providing chlamydia screening effectively and efficiently is easier than it sounds. If we cannot regularly test a large enough percentage of the target population, Chlamydia transmission will not be halted, and issues will not be prevented. Women and men who have already had a chlamydia screening are more likely to become infected again. In a rigorous analysis of data in men, untreated partners were similarly strongly connected to re-infection. These studies suggest that alerting partners is insufficient to prevent infection in both sexes; screening efforts must include males, individuals who have had chlamydia infection should be screened again, and frequent testing is required to detect newly acquired infections (Eze, 2020).

Finally, sexually transmitted infections (STDs) are a major public health concern that disproportionately affects young people worldwide, whether they live in a poor or developed country. Several research on the perceptions of sexually transmitted disease risk among school-aged boys and girls has found a need for better communication on the dangers of sexually transmitted disease among young people. Even though research on condom usage suggests that information alone does not always lead to behavior change, school-based sexual health education is crucial for avoiding sexually transmitted diseases (Eze, 2020). Aside from HIV/AIDS, infections such as Chlamydia, gonorrhea, and syphilis should be handled.

Fortunately, there is a promising medication available for the disease. In the preceding five years, research on Chlamydia-induced ReA has lagged in basic and clinical settings, including studies relevant to disease management. Because of the increased likelihood of re-infection, Chlamydia vaccinations are desperately needed. Antibiotics are now the only available treatment option. We’ve found out which regions need more research as chlamydia vaccine research has progressed over the last 70 years (Phillips, 2019). Although antigenic targeting has been intensively investigated, whole-cell vaccines appear to be slightly more promising overall. As a result, only systemic vaccine administration systems have successfully matched chlamydial species to affected hosts.


Olson-Chen, C., Balaram, K., & Hackney, D. N. (2018). Chlamydia trachomatis and adverse pregnancy outcomes: meta-analysis of patients with and without infection. Maternal and child health journal22(6), 812-821.

Den Heijer, C. D., Hoebe, C. J., Driessen, J. H., Wolffs, P., Van Den Broek, I. V., Hoenderboom, B. M., … & Dukers-Muijrers, N. H. (2019). Chlamydia trachomatis and the risk of pelvic inflammatory disease, ectopic pregnancy, and female infertility: a retrospective cohort study among primary care patients. Clinical Infectious Diseases69(9), 1517-1525.

Woodhall, S. C., Gorwitz, R. J., Migchelsen, S. J., Gottlieb, S. L., Horner, P. J., Geisler, W. M., … & Bernstein, K. (2018). Advancing the public health applications of Chlamydia trachomatis serology. The Lancet infectious diseases18(12), e399-e407.

Phillips, S., Quigley, B. L., & Timms, P. (2019). Seventy years of Chlamydia vaccine research–limitations of the past and directions for the future. Frontiers in microbiology10, 70.

Eze, I. S., Brady, M., & Keely, B. (2020). Increasing Awareness and Knowledge among Adult Latinos regarding Sexually Transmitted Infections. Multicultural Learning and Teaching15(2).

Essay On Cognitive Development Free Sample

Casey, B. J., Cannonier, T., Conley, M. I., Cohen, A. O., Barch, D. M., Heitzeg, M. M., … & Dale, A. M. (2018). The adolescent brain cognitive development (ABCD) study Imaging acquisition across 21 sites. Developmental cognitive neuroscience, 32, 43-54.

Casey et al. (2018) argue that neuroimaging offers a tool for assessing the biological creation of the human brain in vivo. The researchers utilized the ABC study to track human brain development among children and adolescents to determine the biological and environmental variables that influence or change the developmental trajectories. They recruited 10,000 participants ranging from 9 to 10 years across all regions of the United States. The authors acknowledge that Big data is an effective tool for recognizing the optimized MRI acquisition to evaluate the brain structure and roles that can be harmonized across numerous platforms. The researchers argue that ABCD task-based functional evaluation of the brain comprises numerous tasks such as the Stop Signal Task, the Monetary Incentive Delays, and an emotional version. An essential motivating variable for the study is to ensure the recognition of the development factors and neural symptoms for adolescent emotional wellbeing. They ensure that the research has the analytical strengths to characterize unique development factors. The authors utilized 50% of the sampling population of kids who demonstrated the earliest symptoms of externalization and internalization. The authors found that neuroimaging helps detect the early signs of mental health among adolescents. The utilization of custom oils for every age would accommodate the set-up across numerous sites. The author transparently utilized randomization of the order of trials to assist in managing the impacts of numerous processing requirements of a single procedure on a subsequence trial. This will enable the author to evaluate the generalizability of the outcomes. Also, before the procedure, there is simulation and motion compliance training. This will enable the desensitization of the participants to produce the valid results.

Meadows, S. (2019). Cognitive development. In Companion encyclopedia of psychology (pp. 699-715). Routledge.

Meadows (2019) argues that a huge among of studies and theories have been produced to analyze and elaborate on the aspect of cognitive development. The major techniques for cognitive development originate from the work of Piaget, the information-processing theories of cognitive studies, and Vygotsky. Piaget’s theory argues that children’s intelligence undergoes variations as they develop. Cognitive development in a kid is not associated with obtaining understanding. Kids require developmental models of their environment. Piaget’s work is taken as the basis of developmental psychology. The researchers found that Piaget’s theories have the assumption that children think uniquely and view the environment differently from that of the adult population. Also, children are active leaders because they rapidly develop their understanding of the environment.

Additionally, the most significant way to comprehend children’s reasoning is to think from a kid’s perceptive. On the other hand, the author argues that Vgothsky suggests that each individual has two phases of skill creation: what they can attain themselves and what they can attain with the assistance of others. It is mainly referred to as the zone of proximate development. It is grounded on the aspect that when teaching a kid new techniques, they learn from the best in circumstances where they can almost find tasks independently. Therefore, teachers or parents need to offer less assistance to children until they master their skills themselves. From this analysis, the author also proposes a need to acquire cognitive areas that are minimally logical or sequential. The researcher proposes that cognitive development must be a personal construction of internal mental models of external realities.

Lehalle, H. (2020). Cognitive development in adolescence: Thinking freed from concrete constraints. In Handbook of adolescent development (pp. 71-89). Psychology Press.

Lehalle (2020) offers a comprehensive understanding of the new cognitive skills transitioning from childhood to adolescence. The authors argue that developmental changes in societal guidelines, scientific understanding, and identity construction from the cognitive dimension assist in understanding cognitive changes among adolescents. Lehalle (2020) defines cognitive development as the successive levels of intellectual adaptation from birth to adulthood. This assists in understanding the coordination between children between the age of 6 and 7 or from 11 or 12 years. Compared to that of children, it is known as abstract thinking. The numerous functional aspects are commonly supposed to lie in a comprehensive cognitive-developmental variable partly. The author argues that some adolescents face life challenges that may disturb their cognitive development. Trauma may cause adolescents to see the living environment as unjust and unfair. Additionally, social learning also influences cognitive development. The adolescent may have seen adults making adverse decisions without considering other people’s rights and welfare. Therefore, the adolescent will start developing cognitive skills opposite to the rest of society. Therefore, older people have the greatest role in supporting the moral development of children and adults. While parents may argue that the procedure of cognitive development tends to be problematic, it is essential to understand that the development steps are important to adolescents’ wellbeing and success in life.

Quist-Adade, C. (2019). Symbolic interactionism: The basics. Vernon Press.

The author explores the philosophical foundation of symbolic interactionism, such as pragmatism, social behaviorism, and neo-Hegelianism. The intellectual foundation of symbolic interactions can be accounted for by the works of William James, George Simmel, John Deway, Max Weber, and George Herbert Mean. Quist-Adade (2019) argues that pragmatics is the philosophical movement that entails people claiming that ideologies or propositions are trusted if it works effectively. The author found that the meaning of proposition in the practical impacts of accepting it and non-satisfactory ideologies are to be declined. The concept originates in the USA at the end of the 19th century. The author suggests that the concept is significant in numerous areas of law, education, politics, sociology, and psychology. Another concept that is highlighted in the book is social behaviorism. It is believed that a person’s mind could only be present because of the same interpretations created by numerous minds. The author’s idea is that the human mind is distinct from the human body, only a component of biology. Another concept proposed by the researcher is neo-Hegelianism, which was popular in Great Britain in the United States between the 1800s and 1900s. The proponents of the concept were opposed to materialism and naturalism. In the political arena, they rejected the idea of individualism that tended to view the country as a living community instead of a mutual-benefit community. Also, the proponents offer a rational alternative to religious assumptions that were increasingly hard to balance with the latest scientific understanding and the theory of evolution. The religious challenges within the concept stopped being the fundamental preoccupation, and fewer requirements were found to be substitutes for religious claims. In the end, the author analyzes the concepts of consciousness regarding sensation and the relationship of ideas.

Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory. Learning theories for early years’ practice, 63. 

Bandura and Hall (2018) analyze the explanation of why individuals behave as they do. The authors use social learning theory to explain the phenomenon. The social learning theory proposed by Albert Bandura argues that individuals learn from one another through observation, imitation, and modeling. The author argued that there should be a bridge between behaviorists and cognitive learning, which mainly entails attention, memory, and attention. Bandura and Hall (2018) argue that individuals learn through observing other people’s behaviors, attitudes, and the results of such behaviors. Most people’s habits are adopted observationally via modeling, which entails learning from others, developing new habits, and later events. This coded information act as a way of guiding. Social learning theory analyzes human behaviors through the continuous reciprocal interactions between cognitive, behavioral, and environmental factors. For a person to adopt the behaviors of others, there should be an aspect of attention. This includes numerous variables to increase o reduce the amount of attention. This entails uniqueness, affect factors, prevalence and complexities. Another aspect is retention which is the capability of a person to pay attention to the surrounding environment. This entails symbolic coding, mental picture, cognitive arranger, symbolic rehearsals, and motor rehearsal. Another concept is the reproduction of developing pictures which encompasses physical abilities and self-observation. Another concept of social learning theory is motivation. This is a concept of having a relevant reason to copy others. This means that a person should have a motive to copy, promise, and be vicarious, viewing and reinforcing models. Therefore, the authors concluded that social learning could be used in understanding how children learn from adults. Also, it can be used to modify the behaviors of adolescents to be positive.

Bhambra, G. K., Medien, K., & Tilley, L. (2020). Theory for a global age: From nativism to neoliberalism and beyond. Current Sociology, 68(2), 137-148.

Bhambra et al. (2020) argue that the primary reason for mass displacement and expropriation is military aggression, global warming, resource exhaustion, and settlement of the colonial. They found that mass displacement has become rampant in the current years the political atmosphere has become hostile to many individuals. Crucial aspects, authoritarianism, enable global politics to result in the placeless of people both at the political and social levels. These concepts have become rampant in numerous countries such as Turkey, Brazil, India, numerous European nations, the United States, and other countries across the globe. The authors also found that there is numerous renewal of political violence that result in racism, ethnicity, exclusion, and uncertainties of democracy. Racists have persisted, especially among the migrant population and other internal displacement individuals. These challenges can be experienced to explore how they can be adapted and responded to. The authors asked themselves essential questions if the theories can be used to solve current challenges and social justice. The question also assists in understanding why the rapid increase in authoritarianism. The authors propose the social theory to understand the global age. This includes the significance of tackling the legacy of claims and empire. The conceptual techniques such as haunting and reactionary inter-communalism assist in assessing the challenges of the global age. Also, it is essential to apply such theories to understand the struggle for justice in the past. Also, the authors argue that it is important not to depend on national and class sovereignty that are bound to authoritarianism. The author names the concept the connected sociologies to assist navigate the challenging and historical-informed political areas. The authors concluded that social theory only depends on effectively diagnosing the current and past injustice and cultivating useful dimensions of political solidarity and resistance that revolve around people who have the victims of imperial and racial violence.


Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory. Learning theories for early years’ practice, 63.

Bhambra, G. K., Medien, K., & Tilley, L. (2020). Theory for a global age: From nativism to neoliberalism and beyond. Current Sociology, 68(2), 137-148.

Casey, B. J., Cannonier, T., Conley, M. I., Cohen, A. O., Barch, D. M., Heitzeg, M. M., … & Dale, A. M. (2018). The adolescent brain cognitive development (ABCD) study Imaging acquisition across 21 sites. Developmental cognitive neuroscience, 32, 43-54.

Lehalle, H. (2020). Cognitive development in adolescence: Thinking freed from concrete constraints. In Handbook of adolescent development (pp. 71-89). Psychology Press.

Meadows, S. (2019). Cognitive development. In Companion encyclopedia of psychology (pp. 699-715). Routledge.

Common Culture In Education University Essay Example


Education is a cultural trait of a nation. Cowdy (2016) argues that culture can influence the well-being of a nation. In the United States, the administration has been following a unique education system. The administration knows that a high-quality education drives the development of thinking, enhances knowledge, develops personality, shifts preferences, and trains special skills, all of which are necessary for career growth. More critical processes can be solved with better education, and behavior suffers less because of fewer errors (Martyanova, 2017). The beneficial side effects permeated everyday life and social relationships. The country of focus here is China (my country is the United States). The following paper will dissect global examples that can be integrated into China.


The challenges of global examples are inevitable and need to be incorporated into the country. One of these imavides a learning environment related to school instruction, comprising supervised work policed by a certified instructor staffed by the district and typically accompanied by a training regime or an Individualized Educational Plan (IEP). The challenge with implementing these programs is that they are expensive (Cowdy, 2016). China has been unable to fully integrate this example into its system to enable its workers to continue learning, even in learning. Work-based education programs are common among the world’s nations. Embracing this cultural trait would enable China to have competent workers to assist with its objectives of continuing to be an economic superpower.ges is work-based education programs. This is a learning program managed by a board of education (Martyanova, 2017). It happens through a contract with an organization that pro

One way the country can adapt to work-based education programs is through the edification of many teachers. Because many teachers would be needed to attend workplaces to teach the workers, the government would need to invest heavily in training programs. Additionally, the administration needs to realize that the other way the country can integrate work-based education programs is to improve the motivation of teachers (Martyanova, 2017). Instructors need better pay because teaching workers is a cumbersome endeavor. Lastly, the government needs to alter its schooling curriculum to ensure that the competence needs of workers are taught in the schools so that it will be easier to replenish them when they join the workforce.

The other example is the virtual high school, distance learning, or learning lab. A student takes part via the Internet or on another desktop in this teaching method. It may be offered as a planned class period with a qualified trainer in a classroom, at a community higher education institution as part of dual attendance, at work or in school before or after school hours with an on-site instructor, or at home or in school before or after school hours with an on-site teacher/mentor (Martyanova, 2017). The challenge with this image is that it is costly. The reason China could not ensure complete use of this technology is that installing computers and other information-related technologies is expensive.

The additional reason China has been unable to fully integrate online learning is that virtual learning environments and platforms, by their classification, are vulnerable to practical issues such as security, connection, and capacity matters (Cowdy, 2016). For remote learning issues, one of the most common stumbling blocks is interruptions. There are challenges with operating systems, web apps, or equipment functionality. All of this contributes to a negative experience, lowering overall engagement and causing disruption.

China needs to plan and practice to fully integrate online learning into its schooling practice. It needs to make sure it is aware of the types of issues that its virtual training prototype is prone to having so that it can prevent them from arising or, if they occur, how it can respond quickly to them. As it implements virtual training in its schools, having teachers and students practice with their preferred tool becomes increasingly important (Cowdy, 2016). Making a troubleshooting checklist for attendees to follow while they go online and disbursing it ahead of time is equally important. This could be as simple as a checklist document or a short live stream video that walks them through the virtual software system.

The third image that is worldwide in the education system is the home-based education system. This education culture, particularly in the United States and other European countries, is a personalized program in which one kid is paired with a licensed teacher (Martyanova, 2017). The lessons are presented in the pupil’s home or at a location away from the public school (public library, school counselor’s office, etc.). Home-based education has been a failure in China because its education system also replicates the cultural values that the country holds (Collectivism).

Collectivism, such as China has, encourages conformity and the maintenance of the status quo. Learning in China reflects a focus on social harmony, with children being educated in a way that influences them to be involved citizens as adults (Martyanova, 2017). The traditional classroom scene comprises an authoritarian trainer and a trainee who are silent, well-behaved, and attentive listeners; the absence of question-asking confirms that the education system values reliability and cohesiveness over innovation and change (Cowdy, 2016). Furthermore, the Chinese believe that academic greatness is workable for everyone with enough dedication. Whereas Americans consider intelligence to be an innate quality, the Chinese place a premium on effort.

The challenge of religious beliefs has been underlined, disallowing China to fully adopt home-based training. However, China can adapt to the home-based education of its kids by highlighting the need for collectivistic and individualistic types of learning. By embracing these two learning models, Chinese schools could adopt learning systems that allow home-based education. As noted by Mirzakhmadovna (2020), COVID-19 has altered the perception of religious beliefs around the world to show that people can survive individually during a calamity. Therefore, rather than letting children perform poorly during epidemics such as COVID-19 because of social distancing and stay-at-home orders, embracing home-based care would promote the education of the kids in the region.

The third image that is lacking in China but is commonly experienced by other cultures globally is pregnant and parenting teens or youth education. Because of the strong religious beliefs against teen pregnancies, educating these pregnant teens is not a priority in China. Confucius’s teachings are important to Chinese society and do not condone immorality. Therefore, the state does not indulge in teaching pregnant teens with the focus on improving their lives (Cowdy, 2016). This challenge has been teen mothers and fathers suffering in poverty because they lack education, which is a primary tenet observed by hiring organizations in China (Martyanova, 2017). The other problem is that the government does not support organizations that try to call for the education of pregnant teens.

However, the plan to adopt the education of teens that have experienced pregnancy is via the encouragement of separate schools to offer support to parenting teens and pregnant ones, including parenting skills, childcare, and links to social services. Nevertheless, the Chinese government needs to help separate schools offer many educational alternatives (Mirzakhmadovna, 2020). Additionally, the administration should help comprehensive high institutions improve educational outcomes for teen parents. Pregnant teens should be invited to participate in the curriculum’s review to include provisions that would academically help them.

The action plan for the implementation is cultural integration. China appears to have a different educational culture than the universally observed educational culture. Cultural integration comes when people from one cultural context adopt the essence of another society’s culture, such as its attitudes and celebrations, while retaining their own (Mirzakhmadovna, 2020). This is common in many nations as a survival tactic, regardless of where a new educational concept comes from or where it comes to. Nations maintain the familiar, typically at home and in the community, while publicly adopting the core practices of the new culture. The first thing to include the new images in the Chinese education culture is the proper training of teachers and pupils.

Training teachers and pupils is an integral part of professional development. Introducing images such as home-based teaching can lead to conflict because it can conflict with the collectivism philosophy. Unlike in America, the factor of personal distancing is highly observed in China (Chinese maintain a bigger distance than Americans) (Mirzakhmadovna, 2020). Therefore, the teachers have to be taught how to cope with home-based care while its management conflicts with their own culture. The other action to be undertaken is the altering of the Chinese educational curricum. Teacher involvement is mandatory in this action plan. Teachers require professional development training courses to contribute to teaching courses (Cowdy, 2016). On the other hand, there is an important point to making teacher involvement in curriculum development efficient, and that is that teachers must be encouraged in the process of curriculum development. This means that teachers should continue improving and growing in many aspects, including experience and independence. Accordingly, teachers play an important role in the process of curriculum design as well as in the success of children.

An effective instructional program, as well as effective curriculum development, should aim to meet the needs and current demands of the culture, society, and population served. Curriculum development and the educational reform procedure are constantly reviewed and changed. Curriculum development can be challenging (Bakhmat, Panchenko & Nosach, 2021). However, the involvement of all stakeholders, particularly those directly involved in student instruction, is critical to successful curriculum development and revision. New images, such as the education of pregnant women, should be prioritized in the curriculum to make the Chinese educational system reserve a better learning environment for these teens (Mirzakhmadovna, 2020). Because these teens still need a better future, educating them would help the country expand its workforce and productivity.


It could be related that China (my country of focus) has educational images that do not correspond to the universally observed practices. Some of these practices include home-based education, work-based education, and education for pregnant teens. However, the action plan has identified that the country needs to adopt a structural change that would involve teachers and students, and other stakeholders, to integrate these images into its system.


Bakhmat, L. V., Panchenko, V. V., & Nosach, O. O. (2021). LANGUAGE CHANGES, LESSONS OF COVID-19 AND CORONEOLOGISMS. Alfred Nobel University Journal of Philology1(21).

Cowdy, C. (2016). Pedagogical Encounters with Inanimate Alice: Digital Mobility, Transmedia Storytelling, and Transnational Experiences. Jeunesse: Young People, Texts, Cultures8(1),

Martyanova, I. A. (2017). Dialogue of Cultures as a Pedagogical Category in Multicultural Education of University Students. Bulletin of Kalashnikov ISTU, 20(1), 116.

Mirzakhmadovna, N. A. (2020). The Role of Pedagogical Technologies in Shaping of Students’ Scientific Worldwide. International Journal of Psychosocial Rehabilitation24(5), 002-6010.

error: Content is protected !!