The recent report of WHO shows a remarkable hike in the number of diabetic patients and this will be in the same pattern in the coming decades also. Early identification of diabetes is an important challenge. Data mining has played an important role in diabetes research. Data mining would be a valuable asset for diabetes researchers because it can unearth hidden knowledge from a huge amount of diabetesrelated data. Various data mining techniques help diabetes research and ultimately improve the quality of health care for diabetes patients. This paper provides a survey of data mining methods that have been commonly applied to Diabetes data analysis and prediction of the disease.

(176 words)This article examines the case of Kali'na, a minority Indigenous language of French Guiana, from the point of view of descriptive categories available in the literature (namely dominated language, minoritized language, endangered language). These terms are discussed, favouring more dynamic categories which focus on processes (minoritization/deminoritization). The article uses both micro-and macrosociolinguistic levels of analysis. At the macro level, indicators are proposed to gauge the minorization of Kali'na as it occurs on the scale of Guiana as a whole, by observing attitudes towards Kali'na language and culture, particularly as expressed in the media and in epilinguistic comments made by speakers. At the local level, we explore the effects of the recognition by the State of a Kali'na township and their influence on language minoritization in the village and more generally at the level of the linguistic community. We also attempt to determine to what extent, as far as interactions are concerned, alternations and code switching between Kali'na and French might constitute indicators of the process of minoritization or deminoritization or of language death currently underway.

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The French educational system commonly invalidates the multilingualism of primary school children. Education in French Guiana, a French overseas territory, also operates under this system and therefore minority languages (Indigenous languages, Creole languages, Migrant languages and so on) are rarely or never taken into account in schools. Official texts do not prohibit the use of languages other than French in the classroom; however, education officials often state that other languages are prohibited when advising and evaluating teachers. However, ethnographic fieldwork and data from a range of schools in French Guiana show that in everyday interactions teachers do codeswitch and that children's mother tongues are often used in the classroom by the children (in some form of translanguaging), by the teachers, and by other participants. This paper shows that multilingualism and translanguaging can be a positive asset for both teaching and learning.