Frequency of Renal Diseases in Diabetic Patients Renal diseases in diabetic patients

Diabetic nephropathy, also known as diabetic kidney disease is the chronic loss of kidney function occurring in those with diabetes mellitus. Diabetic nephropathy is one of the leading causes of chronic kidney disease (CKD) and end-stage renal disease (ESRD) globally. Protein loss in the urine due to damage to the glomeruli may become massive, and cause a low serum albumin with resulting generalized body swelling (edema) and result in the nephrotic syndrome. Objective: The aim of this study was to determine the frequency of renal disease in diabetic patients and its complications in Pakistan. Methods: A cross sectional study was conducted at Renal and Diabetic Departments of the Sir Ganga Ram Hospital, Lahore, over a period of 3 months, after obtaining the ethical approval from the The University of Lahore. A total number of 100 Diabetic patients were selected through non probability convenient sampling technique. Patients of both sexes and all age groups were included. Results: In this study 60% were male and 40% were female. About 41% diabetic patients were 1-6 month of age, 42% were 1-5 years old and 1% of 18-23 years old who had renal diseases while 9% patients were without any renal disease. Whereas the prevalence of diabetes is more in infants than others which is 35%. But there was not significant association between onset of renal diseases with the onset of diabetes mellitus with p-value 0.24. Conclusions: Results of current study showed that diabetes mellitus effecting individuals of all ages equally but there was not significant association between diabetes and renal diseases. 

Implementing a Problem Solving Strategy in Teaching Mathematics in Lower Secondary Classes in a Private School

This study set out to explore the experiences of two practicing teachers trying to implement a problem solving strategy in mathematics teaching. During the data collection period, I worked very closely with two teachers, working in a private secondary school, to introduce the problem solving strategy in teaching mathematics in classes seven and six. I collected data for this study over a period of seven weeks. I gathered the data through participant observation, interviews and conversations. I also maintained a journal throughout the period of data collection where I noted important points, my feelings and new questions that were emerging. I reflected deeply on my role as a teacher researcher, teacher educator, and classroom teacher. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had, with the participant teachers, over the period of the study. Teachers faced numerous challenges, which included difficulties in class management, difficulties in questioning and difficulties in planning for teaching. Similarly I faced a number of challenges that ranged from lack of expertise in joint planning and joint teaching to difficulty in transforming existing curriculum materials to fit the problem solving approach to the teaching of mathematics. I was particularly inspired to carry out my study in this area of mathematics education, by the appeal of the constructivist learning theories, and the pedagogical power that the constructivist theory seems to promise. I have argued that although the problem solving strategy is undoubtedly a good way of teaching and learning mathematics, learning to teach in that manner needs extra commitment, and collaboration among teachers. I have also argued that it is a bit over optimistic to assume that all teachers will become expert curriculum developers, with the ability to design curriculum materials consistent with the problem solving approach, hence, the need to develop and make such materials available to teachers, if substantial change in mathematics teaching is to occur.