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Diabetes is a chronic disease and the major types of diabetes are type 1 and type 2. On aging, people with diabetes tend to have long-term problems in hypertension, coronary artery disease, obesity, and nerves. Given the increasing number of complications in recent years, by 2040, 624 million people will have diabetes worldwide and l in 8 adults will have diabetes in the future. Machine learning (ML) is evolving rapidly, many aspects of medical learning use ML. In this study, tension-type headaches (TTH) were associated with diabetes using SPSS, Pearson correlation, and ANOVA tests. Data were collected from Delhi NCR Hospital. It contains 30 diabetic subjects. The purpose of this study was to correlate diabetes analysis from TTH and other diseases using the latest technologies to analyze the Internet of Things and Big Data and Stress Correlation (TTH) on human health. The authors used Pearson correlation to correlate study variables and see if there was any effect between them. There was an important relationship between the percent variable, the total number of individuals, the number of individuals, and the minimum variable. The age (field) of the number of individuals to one of the total number of individuals showed a strong correlation (1.000) with a significant value of p (1.000). Overall, cases of TTH increased with age in men and do not follow the pattern of change in diabetes with age, but in cases of TTH, patterns of headaches such as diabetes increase to age 60 and then tend to decrease.

This chapter explores how military landscapes have been conceptualised and understood. The chapter starts by defining what is meant by the terms ‘landscape’ and ‘military’. The chapter then proceeds with an exploration of a range of examples from a variety of disciplinary origins in order to support the argument that military landscapes constitute a diversity of sites and have a ubiquity of occurrence. Such examples include battlefields and other sites of conflict, the interconnections between landscapes and the pursuit of specific campaigns and conflicts, the issue of environmental impacts of military activities and the interpretation of these with reference to the specificity of landscapes, and landscapes of memory and military memorialization. The chapter then goes on to consider how military landscapes can be viewed, raising questions about the visibility and invisibility of such sites. The chapter concludes with some observations about the imperative for sustained scholarly attention to military landscapes, in order to inform debates about militarism as a social force.

This chapter presents an understanding of the nature, peculiarities and factors that influence decision-making by executives and managers across the various sub-regions of Africa. Focusing on factors such as culture, faith, ethics, information paucity and institutions, the chapter examines the prevailing nature of decision-making in West Africa, East Africa, Northern Africa and Southern Africa. Interestingly, decision-making in these regions is characterised by unique features and peculiarities. The Ubuntu African philosophy was used to illustrate the traditional African lifestyle and decision-making practice. Drawing from both traditional and contemporary decision-making approaches, it identifies similarities as well as differences in the approach employed by decision-makers across the various sub-regions of Africa. To clearly articulate the similarities and differences, interviews and surveys were used to gather data from managers operating in these regions. Factor analysis enabled the description of underlying factors that drive decision-making within each region. The chapter further illustrates a framework for decision-making practice in Africa, which shows the dynamics and important features of decision-making among executives in Africa. The author describes decision- making as an essential competence for managers and posits that being cognisant of the factors that influence decision-making significantly improves organisational performance. In conclusion, it recommends suitable strategies that enhance the quality of decision-making for both managers and educators.

The essentiality of family involvement in the schooling process is evident from the vast directives embedded within federal mandates, professional standards for teachers and administrators, parent organizations, and advocacy groups. Yet, as explicit as legislative mandates and professional standards are regarding parental rights and involvement, they do not require definitive roles of the family. Several factors influence the lack of a decisive definition regarding the role of the family in the schooling process. Those include the different perspectives on what constitutes a family structurally and functionally, the socio-cultural and political diversity within and among populations, the move to an inclusive education framework, the various terms used to describe parental involvement, the realization that no one family model fits the demographic diversity existing in today’s school districts, and the rights of family members to select their level of involvement. Given the importance of family engagement and student outcomes, three fundamental questions addressed in this chapter are, “How can inclusive schools enhance productive collaborative family engagement networks?” “How can the family be empowered to voluntarily participate within those networks?” and “How can inclusive schools connect with teacher preparation programs to promote the competency of educators for those collaborative family/school engagement networks?” In this chapter we delineate an interactive triad conceptual model with the school as the “connecting agent” to build relationships with families and teacher preparation, setting the stage for productive family engagement as partners in inclusive settings.

In keeping with the long-standing focus on cities and urbanism in sociology, the researchers in this volume contribute to our knowledge of children, youth, and the city. These scholars take up ideas connected to agency, belonging, citizenship, identity, participation, power, and relationality and explore both historical and contemporary ways children and youth co-construct, contribute to, are constructed by, navigate, negotiate, and resist their urban social worlds and urban relationships.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.

Autonomous Vehicles (AVs) promise great benefits, including improving safety, reducing congestion, and providing mobility for elderly and the disabled; however, there are discussions on how they should be programmed to respond in an ethical dilemma where a choice has to be made between two or more courses of action resulting in loss of life. To explore this question, the authors examine the current academic literature where the application of the existing philosophical theories to ethics settings in AVs has been discussed, specifically the utilitarianism and the deontological ethics. These two theories are widely regarded as rivals, and are useful in demonstrating the complex ethical issues that must be addressed when programming AVs. We also look at the legal framework, specifically normative principles in criminal law used to regulate difficult choices in an emergency, which some have suggested as a plausible defence for manufacturers who seek to program AVs using a utilitarian framework. These include the doctrine of necessity, the sudden emergency doctrine, and the duty of care. The authors critique each theory, highlighting their benefits and limitations. The authors then make a case for programming AVs using a randomized decision system (RDS) and propose that it could be a viable solution in dealing with certain moral dilemmas. Finally using our assessment, the authors suggest certain objectives for manufacturers and regulators in designing and programming AVs that are technically viable, and would make them morally acceptable and fair.