Sperm DNA damage has a negative association with live-birth rates after IVF, Reproductive BioMedicine Online (2012), doi: http://dx.doi.org/10. 1016/j.rbmo.2012.09.019 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Sperm DNA damage negatively affects live-birth rates in IVF patientsSperm DNA damage has a negative association with live-birth rates after IVF AbstractSperm DNA damage has a negative impact on pregnancy rates following assisted reproduction treatment. The aim of the present study was to examine the relationship between sperm DNA fragmentation and live-birth rates after IVF and intracytoplasmic sperm injection (ICSI). The alkaline Comet assay was employed to measure sperm DNA fragmentation in native semen and in spermatozoa following density-gradient centrifugation in semen samples from 203 couples undergoing IVF and 136 couples undergoing ICSI. Men were divided into groups according to sperm DNA damage. Following IVF, couples with <25% sperm DNA fragmentation had a livebirth rate of 33%; in contrast, couples with <50% sperm DNA fragmentation had a much lower live-birth rate of 13%. Following ICSI, no significant differences in sperm DNA damage were found between any groups of patients. Sperm DNA damage was also associated with low livebirth rates following IVF in both men and couples with idiopathic infertility: 39% of couples and 41% of men with idiopathic infertility have high sperm DNA damage. Sperm DNA damage assessed by the Comet assay has a close inverse relationship with live-birth rates after IVF.

The article examines the use of three learning methods in the teaching of strategic management; the case method, simulation and action learning, in the form of a consultancy project. A survey of course members’ perceptions of learning outcomes indicates that simulation is the most effective method. Conclusions are provided for the design of strategic management programmes and the development of action learning projects.

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Reports the results of a survey of UK lecturers involved in teaching strategic management to postgraduate and post‐experience students. Identifies the lecturer’s objectives in using case studies and evaluates the effectiveness of the case method in achieving those objectives. Finds that the method is successful in achieving participation and in developing communication and interpersonal skills, but less successful in the development of strategic analysis. Finds that a wide range of other methods are used in the teaching of strategic management, and that these methods can be used partly to replace and also to complement the use of case.

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