Objective: The present paper reports the prevalence of underweight, overweight and obesity by gender, ethnicity and grade, among participants in a 2002 national survey among South African school-going youth that included height and weight measurements. Design: A stratified two-stage sample was used. Nationally representative rates of underweight, overweight and obesity were calculated using weighted survey data and compared using x 2 analysis. Setting: In all, 9224 grade 8 to grade 11 students, present at school in selected classes within selected South African government-funded schools in all nine provinces, participated in this study. Most of the students were between 13 and 19 years of age. Results: Higher rates of underweight were observed for males than females as well as for black and 'coloured' than white students. Within each gender group, black and 'coloured' students had significantly higher rates of underweight than their white counterparts. Higher percentages of females than males were overweight and obese, overall and among black students. Furthermore, white male students had significantly higher rates of overweight than their black and 'coloured' counterparts. Among females, black and white students had significantly higher rates than 'coloured' students. Students in higher grades showed significantly lower rates of underweight and higher rates of overweight. Discussion: These data confirm that South Africa, a developing nation in socioeconomic transition, is experiencing both undernutrition and overnutrition. However, these problems are disproportionately distributed by gender, socioeconomics and ethnicity. Continued surveillance of nutritional status may be one important component of a national strategy to prevent and control malnutrition.

No abstract

No abstract

No abstract

It is important that educators understand learning styles as an evolving individual characteristic. We investigate the changes in learning styles and preferences of first-year undergraduate nursing/midwifery students after six months of preliminary testing. Curry's 'onion ring model' proposes a stable inner 'Information processing' style (assessed by instruments such as Kolb Learning Style Inventory) compared to the outer 'Instructional preference' style (assessed by the VARK (Visual/Aural/Read-Write/Kinaesthetic) questionnaire), which is more easily influenced by external factors. Therefore, reexamining students after one semester of teaching should result in an increase in multimodal VARK learning with lesser changes to the LSI results. A cross-sectional survey with pre-post design (n ¼ 96) showed 45% of students remaining in the same VARK mode, 30% becoming more multimodal and 25% showing changes. Surprisingly, the LSI questionnaire showed similar results with 45% of students remaining in the same learning modality and 55% of students changing. This research highlights the dynamic changes within students' information processing and instructional preferences.