Gaps in Literature. The diabetes mellitus epidemic among American Indians/Alaska Natives has been well documented over the past 40 years. Extensive literature exists on health disparities in poor birth outcomes, particularly preterm birth, between AI/ANs and Non-Hispanic Whites. The biological plausibility connecting DM to preterm birth has also been well established. Therefore, we understand that AI/AN women are at greater risk for poor health outcomes in maternal and infant health separately;; however, linking these aspects has yet to be accomplished. This study will assess the association of prepregnancy DM and gestational DM with preterm birth among participating AI/AN women. We have also yet to examine whether there is a difference in the association of DM and preterm birth between AI/AN tribes. In order to examine this possibility, state of residence will be used as a proxy for tribe. State of residence will be assumed to represent the largest tribe in that state. This study could be a catalyst for further research on how DM might differently affect AI/AN women of various tribes or states during pregnancy. This understanding could enable better interventions and contribute to the decision making process of distribution of attention and resources from the public health community. By comparing the association of DM and preterm birth, among AI/ANs and between states, we can hypothesize whether an amplification of risk is associated with specific behavioral or cultural variables or genetic composition of specific tribes. This knowledge can lead to action improving the health of AI/AN women and children.
Gaps in Literature. Upon having reviewed the existing literature on the topic of collaboration, it appears that there are gaps. The following gaps are mainly reported by the researchers specialising in the field of teacher professional development and collaboration. There are few studies that focus on the forms of teacher collaboration which lead to learning (xx Xxxx, Xxxxxxx & Admiraal, 2019). Xxxxxxxxxx and X'Xxxxxx (2017) indicate that the current forms of teacher collaboration at schools predominantly concentrate on exchange of ideas among teachers and dialogue. Thus, the authors suggest that the researchers should focus their attention on the types of teacher collaboration and how teachers take responsibilities collectively to enrich their teaching practices. Besides, recent research contains little investigation of teacher collaboration in various school contexts of teachers (Horn, 2005; Xxxxxxx, Xxxxxxx, & Xxxx, 2010). Friend (2000) reported that several confusing statements related to the process of collaboration need to be addressed. The examples include: the more teachers collaborate, the better; collaboration has no negative effects on teachers; and collaboration is a natural occurrence because humans are social beings. The same author asserted that the interpersonal styles of collaborating teachers differ (Friend, 2000). Thus, he suggested to explore these styles and their interactions. The topic of frequency of collaboration has also not been explored sufficiently; in other words, how often collaborations should occur. Xxxx and Xxxxxxx (1999) insisted that a disciplined approach must be in place for collaboration to be successful, while Xxxxxxx (1995) argued that such a disciplined method to collaboration could result in boring routine meetings. Thus, because collaboration is now considered an important part of the educational reform in many countries, further efforts need to be made to investigate the above controversies. According to Xxxxxx, Xxxxx, and Xxxxxxxxxx (2020), more robust investigation of what factors and conditions encourage and can help sustain collaborative practices in Malaysia is required. They also believe that a new PLC model, adapted to the Malaysian context, needs to be designed by local researchers for its subsequent use by schools as a guide to the formation of a successful PLC. The strategy must be comprehended first before being used as a tool for professional development and school improvement in the Malaysian school settings (Xxxxxx, X...
Gaps in Literature. Although there is vast knowledge on the state of environment, on the solid waste collection systems and on water allocation in Lagos State, this knowledge has not informed conclusive health outcomes. Many studies have looked at the health effects of PAHs exposure at many sites worldwide, but no known studies were found for the study site or within Lagos, Nigeria. The lack of an up-to-date health registry is another factor that is unaccounted for in the literature and at the State or Local government level. In addition, physical characteristics such as soil type, rainfall and other region specific variables that could inform the dispersion of PAHs are not well defined or publicly available for Lagos State. The hydrology in Lagos is not well documented as the most recent hydrology data are from the 1980s. Therefore, it is unclear if communities very close to dumpsites are at risk if they utilize groundwater within those areas. There is also limited knowledge on the depth of xxxxx and borehole within the State. The depth information would be useful in determining what layer of the aquifer the xxxxx are tapping into and therefore the possibility for contamination. Although these lapses, affect the depth of this study, they also guided the study scope and application of results. For example, prior hydrology knowledge of the study area would have improved the sampling plan for this study. Therefore this data was developed post-study based on the field data collected and additional readily available spatial data. Regardless, there is a depth of information to support the evaluation of open dumpsite contamination of ground water in Lagos Nigeria. Therefore, this evaluation will not only add to the growing body of environmental knowledge in Lagos, but it will also direct future studies that can fill the remaining gaps.
