The Presence of Family History and the Development of Type 2 Diabetes Research Paper

The Presence of Family History and the Development of Type 2 Diabetes Mellitus Risk Factors in Rural Children - Research Paper Example The existence of several risk factors in the samples reporting a positive family history of diabetes Vs those with no history on diabetes was not statistically significant (Richard, 2010). According to the results, other factors apart from family history can also influence the development of this kind of diabetes in rural school going children. Purpose, problem and statement and sampling of the study The study sought to find the effect of the selected risks and how they lead to the development of the type 2 DM in rural children. The problem and purpose of the study clearly states the association between the variables used in the study. The focused population of the study is the children from rural areas and the study clearly indicates that on the problem statement. The objectives of the author were obtainable due to the inclusion of adequate information that will help achieve the purpose and hence will aid the solutions to the problem (Ogundipe, 2005). Hypothesis The study used both the combination of the null and research hypothesis. The prevalence of diabetes is related to genetic factors among the rural children There is a relationship between rural children type diabetes and family history Type 2 diabetes is prevalent among children from rural areas The study does not stop there or rather utilizes, for efficiency, the directional hypothesis. The hypotheses are having a strong base from the purpose of the study and their statements are clear and focused in the study. The hypotheses are appropriately tested using the t-statistics. Variables Independent Variable Type 2 DM Dependent Variable The family history. From the results 13.7 percent of 1255 participants recorded BMI which was greater than 27. And among the 13 percent, 46.5% reported a history of DM on their family. The independent variable is family history while the dependent variable Type 2 DM. these variables are consistent with the hypothesis, purpose and the questions of the study. However, these v ariables lack adequate conceptual and operational definition. Data collection methods The method of data collection employed was qualitative and qualitative techniques. For instance, open ended questionnaires were used to collect both qualitative and quantitative data. Data collection instruments The study utilizes appropriate data collection methods and instruments by applying the use of the questionnaires to collect data. Data Analysis The samples were subjected to BMI and the results analyzed statistically. These instruments represent the validity of the results hence the general validity of the study. However, I suppose more data collection and instruments such as in self-reports, medical records and observation and also the sample size would have been increased so as to increase the representation of the target of the population. Methodologies The study uses a more advanced correlation research design. The study aims at screening about 4000 rural nursery school kids through 12t h grade children from families who has history of DM children from families with no history in DM, and then determines the frequency of preferred risk factors. Screen is a good method for this kind of analysis; however, a better analysis such as Body Mass Index has

Teachers' Views of The Impact of Instruction in the Inclusion Model Dissertation - 1

Teachers' Views of The Impact of Instruction in the Inclusion Model for students with Learning Disabilities - Dissertation Example It was only in the 1960s that a group of researchers conducted various, extensive studies into the subject of LDs and brought the view that children with LDs could not be termed as handicapped (mentally or physically); but they merely formed a deviation in the learning processes of an individual. With this concept came the theory of inclusive studies, where the children with LDs were put into general classrooms, albeit with some restrictions. Now in the twenty-first century, various experts have come forward with the view of total inclusion, where there would exist no differences between the students (with or without LDs). However, many educators have expressed serious reservations about this process of full inclusion, and they feel that special needs children should be segregated and taught only under the supervision of a special educator. My article will take an in-depth look at the term learning disabilities, while exploring the various perspectives as noticed within the general e ducators, in regards to students with LDs and the full-inclusive educational process. The research has been conducted with the express aim of developing a better understanding of the general educators' perception of children with LD in an inclusive environment, their perception of efficacy in relation to their training, and their perception of the support that they receive in educating these students. Teachers’ Views on The Impact of Instruction within  The Inclusion Model for Students with Learning Disabilities by PhilipThompson Ed.D,Walden University, 2011 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Philip Thompson Walden University August 2011 Acknowledgments This is an optional page for acknowledgments. It is a nice place to thank the faculty, family members, and friends who have helped you reach this point in your academic career. No page number appears on any of the pages up to this point. If you do not wish to i nclude this page, delete the heading and the body text; if a blank page remains, delete the page break above but leave the section break that you see below this text. Table of Contents List of Tables ii List of Figures iii Section 1: Introduction to the Study 4 Introduction 4 Backgroun 5 17 Use this table of contents (TOC) as an example of what one looks like. When it comes time for creating your own TOC, RIGHT CLICK anywhere in the Table of Contents, select UPDATE FIELD, then select UPDATE ENTIRE TABLE or UPDATE PAGE NUMBERS ONLY, and click OK. The table of contents will be generated using the style tags from the template; you will also be able to automatically update the TOC, both added headings and page numbers. List of Tables When you update the list of tables, the table number and title will come in without a period between them; you will need to manually add that period after all table numbers, as shown for Table 1. In addition, the title will retain the italics from the narra tive when the List of Tables is updated. Once your list is finalized, select the entire list and change it all plain type. List of Figures Figure 1. Figure caption goes here xx The List of Figures is not set up to automatically update. If you have figures in your document, type them in manually here, following the example above. Section 1: Introduction to the Study Introduction The concept of inclusive teaching practices for students with learning disabilities (LDs) is relatively new in the education,