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The time‐stepping finite element method for the analysis of the electromagnetic transients in the induction generator working in isolation has been presented. The transients in three phase squirrel‐cage generator connected in parallel with capacitors have been investigated. The field and the circuit equations of the considered system have been solved simultaneously. The proposed method has been successfully applied for the analysis of the transient and steady states in the 3 kW induction machine. The results of calculation have been compared with the experimental results.

The electromagnetic torque oscillations caused by saturation harmonics in a squirrel cage machine are analysed. Special attention is paid to the most important saturation harmonic of alternating field that has three times as many poles as fundamental harmonic and three times its frequency. The operations of the machine as a motor and as a self‐excited generator have been investigated. The 2D finite element time‐stepping method has been applied to the analysis of a particular machine performance. The finite element equations are coupled with circuits equations which describe the winding connections. The skew of the rotor slots is taken into account.

This study aims to determine the correlation of anthropometric measurements with serum lipid profile among Malay subjects in Kuala Terengganu, Malaysia.

This cross-sectional study was conducted in Kuala Terengganu on a total of 193 individuals aged 18-60 years. Subjects were recruited via direct interview as per inclusion criteria and anthropometric measurements, i.e. body mass index (BMI), waist circumference (WC), hip circumference (HC), waist-to-hip ratio (WHR), waist-to-height ratio, abdominal volume index and conicity index, were taken using International Standards for Anthropometric Assessment Guidelines. Fasting blood samples were collected for serum lipid profile analysis that measures triglyceride (TG), total cholesterol (TC), high-density lipoproteins (HDL), low-density lipoproteins (LDL), TG/HDL, TC/HDL and LDL/HDL. Besides socio-demographic characteristics, means and association of anthropometric parameters with lipid profiles were performed using simple linear regression and multivariate-adjusted regression analysis.

The mean age of obese (male [39.2 ± 8.7] and female [41.1 ± 1.0]) and non-obese (male [29.8 ± 1.3] and female [33.3 ± 1.3]) respondents was compared. Means of anthropometric indices and lipid profile were significantly (p < 0.001) higher in obese than in non-obese group. Multivariate-adjusted regression showed that weight and BMI increased risks for prevalent high TC, TG, LDL, TC/HDL, TG/HDL, LDL/HDL, hypercholesterolemia, hypertriglyceridemia and dyslipidemia. Regardless of sex, age and prevalent obese status, WHR increased risks for high prevalence of TC, TG, LDL, TC/HDL and LDL/HDL, and presents an independent risk factor for hypercholesterolemia and dyslipidemia. WC was highly associated with TG, while HC was associated with atherogenic lipid profile ratios: TC/HDL, TG/HDL and LDL/HDL.

In conclusion, the lipid profile (TC, TG and TG/HDL) of triglyceridemia and hypercholesteremia is highly correlated with anthropometric measurements (BMI, WC and WHR) of central obesity that predict obesity-associated cardiac risks.

The development of health literacy skills is of paramount importance especially for students, as it is associated with their wellbeing and academic success. Assessing students' health literacy is necessary for its advancement. This study comes to fill the need for a valid multidimensional health literacy assessment instrument for secondary school students.

Initially, the authors defined the conceptual framework within which the items of this instrument were generated. Its final form was obtained through three pilot studies. A test-retest followed and, finally, a nationwide survey was conducted on Greek seventh-, ninth- and tenth-grade students (N = 2,800).

A 37-item instrument, the Health Literacy Assessment for Secondary School Students (HeLiASeSS), was developed which includes the following nine dimensions/skills of health literacy: “access to”, “understand” and “evaluate” (health information), “functional communication”, “interactive communication” and “critical communication”, “relying on health information”, “self-efficacy regarding health matters” and “intention for active citizenship regarding health matters”. HeLiASeSS proved to have good stability (ICC = 0.943) and high internal consistency reliability (a = 0.903).

HeLiASeSS offers the possibility of a reliable and valid assessment of secondary school students' health literacy skills providing a multidimensional evaluation of this construct and is expected to be useful in interventions aiming at promoting this type of literacy.

The aim of this paper is to define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy.

The paper draws on theoretical and empirical educational literature, and also the experiences of the authors.

Health literacy is defined as consisting of five core components: theoretical knowledge, practical knowledge, critical thinking, self‐awareness, and citizenship. The first three components are rather similar to the commonly‐accepted health literacy concept, but the definition given in this paper expands the concept via two additional – but essential – components. It is emphasized that when one is aiming to develop students' internal capacity to construct their own meanings regarding health topics, these two additional components are called for. The paper argues that one of the main aims of health teaching in schools should be to foster students' ability to define their own beliefs, identity and social relations. Moreover, if it is desired that students should become responsible citizens, acting in an ethically responsible way, competencies such as ethical reflection skills should be developed in schools. The paper also highlights the fact that the development of certain health literacy components calls for particular kinds of learning conditions.

The paper identifies the core components of health literacy as a learning outcome and gives practical examples of means to achieve a particular target.

A systematic review of literature was conducted to compile, analyse and describe the methodology and measurement of childhood/adolescent health literacy.

Six online databases (ERIC, PubMed, CINAHL, Biomed Central, Web of Science and Sports Discuss) were systematically searched to identify English language, peer‐reviewed articles, published between 1980 and April 2011, which reported on the measurement of health literacy in a population under the age of 18. The search identified 16 articles to be included in the final review, from which, data were systematically extracted in order to answer four review questions concerning several aspects of the method and effectiveness of the completed studies.

The majority (n=13) of the studies described the use of newly developed measurement tools and enquiry methods. The majority (n=14) assessed health literacy via task performance as opposed to examining self‐reported health literacy. Thirteen health topics and nine distinct components of health literacy were identified as being scrutinised by the 16 articles. Examination of the intended measurement aims of each study, in comparison with the actual measurement methods revealed that six studies fully succeeded in examining what they intended to measure. It is concluded that even though research in this field is escalating, clear definitions and measurement methods of childhood health literacy must be developed in order to effectively expand the field further and comprehensively assess childhood health literacy.

This review is to our knowledge the first to collate and examine studies concentrating solely on the measurement of health literacy in a child and/or adolescent population.