The error in self-reported weight and height compared with measured weight and height was evaluated in a nationally representative sample of 11,284 adults aged 20-74 y from the second National Health and Nutrition Examination Survey of 1976-1980. Although weight and height were reported, on the average, with small errors, self-reported weight and height are unreliable in important population subgroups. Errors in self-reporting weight were directly related to a person's overweight status--bias and unreliability in self-report increased directly with the magnitude of overweight. Errors in self-reported weight were greater in overweight females than in overweight males. Race, age, and end-digit preference were ancillary predictors of reporting error in weight. Errors in self-reporting height were related to a person's age--bias and unreliability in self-reporting increased directly with age after age 45 y. Overweight status was also a predictor of reporting error in height.

Health and Nutrition Examination Survey were used to estimate myopia prevalence rates for persons in the United States between the ages of 12 and 54 years.When persons were classified by the refractive status of their right eye, 25% were myopic. Significantly lower prevalence rates were found for male subjects than for female subjects and for blacks than for whites. Myopia prevalence rose with family income and educational level. The importance of income and educational level may result from their association with near work, a factor that has been implicated in the pathogenesis of myopia.

The prevalence and severity of diabetic retinopathy is greater in non-Hispanic blacks and Mexican Americans with type 2 diabetes in the U.S. population than in non-Hispanic whites. For blacks, this can be attributed to their higher levels of risk factors for retinopathy, but the excess risk in Mexican Americans is unexplained.

This multinational survey investigated the relationship between emotional intelligence (EI) and perceived stress (PS) in seven countries. First-year dental undergraduates attending a dental school in England, Greece, Romania, South Africa, Australia, and the United States and three schools in Malaysia were invited to complete a set of questionnaires on age, gender, academic background, satisfaction with career choice, EI, and PS. Of 860 questionnaires distributed, 596 were fully completed-a response rate of 69.3 percent. Mean EI score was 123.8 (95 percent CI 122.7-124.9), and mean PS score was 19.1 (95 percent CI 18.6-19.7). Significant differences in EI and PS scores were detected between different countries. Females (p<0.05), younger students (p<0.001), those without a previous higher education qualification (p<0.001), and those not satisfied with their decision to study dentistry (p<0.001) were more likely to report PS when compared to their counterparts. A significant inverse relationship (coef-ficient=-0.29, p=0.001) between EI and PS was detected. Independent significant predictors of PS identified were gender (ß=0.22, t=5.71, p=0.001), previous higher education qualification (ß=-0.14, t=-2.42, p=0.010), satisfaction with decision to study dentistry (ß=-0.20, t=-5.11, p=0.001), and EI (ß=-0.24, t=-6.09, p=0.; 0044(0)2073777632 phone; 0044(0)2073777064 fax; a.k.pau@qmul.ac.uk.

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.