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25 January 2024 | Story Leonie Bolleurs | Photo Sonia Small
Prof Corinna Walsh
Prof Corinna Walsh says the PEA POD Infant Body Composition System works by directly measuring an infant’s body weight and volume, and then uses these measurements to calculate the body fat percentage, fat mass, and fat-free mass.

Nutritional and growth patterns during early life have been associated with health, development, and well-being throughout the life cycle. It is also associated with risks for developing obesity and non-communicable diseases, such as cardiometabolic diseases, later in life. These are the findings of Prof Corinna Walsh, Professor in the Department of Nutrition and Dietetics.

Maternal and child health

”In line with national priorities, a strong research focus area of the Faculty of Health Sciences and the School of Health and Rehabilitation Sciences is maternal and child health,” she says. She goes on to mention that the Department of Nutrition and Dietetics has established a reputable research programme. This programme focuses primarily on the nutritional status of pregnant women and how the early environment to which they are exposed during and after pregnancy affects short- and long-term health outcomes of the offspring.

“In our previous work, the assessment of birth outcomes of infants was, however, limited by the lack of equipment to analyse body composition. The research that we can conduct with the PEA POD® provides us with immense additional potential,” remarks Prof Walsh.

She explains, “The PEA POD Infant Body Composition System is an infant-sized air displacement plethysmography system. It works by directly measuring an infant’s body weight and volume, and then uses these measurements to calculate the body fat percentage, fat mass, and fat-free mass.

According to her, the assessment of body volume takes two minutes. “The PEA POD technique also does not require collection of any fluids and does not expose the infant to radiation. It can be performed as often as required without any risks and be used up to a maximum of 8-10 kg body weight, from birth to about eight months,” she says.

Advanced technology

In the context of research on infant body weight and composition, there is a need for accurate measurement techniques that can differentiate between fat mass and fat-free mass. Prof Walsh is of the opinion that traditional measures such as body mass index (BMI) and weight for length have limitations in this regard, as they do not provide a clear distinction between these components. Furthermore, BMI may not be reliable for assessing adiposity or obesity in paediatric populations, and it can vary significantly with age and gender.

Addressing these challenges, the PEA POD equipment offers advanced technology that allows for highly accurate quantification of infant body composition. This technological capability opens up opportunities to study the effects of early-life nutrition on growth and the developmental mechanisms that may lead to later comorbidities. So, when it comes to researching infant body weight and composition, the PEA POD equipment plays a crucial role in providing precise data and insights.

News Archive

UFS hosts colloquium on technological higher education
2016-10-27

Description: Technology colloquium Tags: Technology colloquium

Prof Lew Zipin, Prof Sechaba Mahlomaholo,
Prof Marie Brennan and Dr Milton Nkoane,
attended the Faculty of Education’s colloquium
on the field of technological higher education
and its contribution to the knowledge society,
at the UFS Bloemfontein Campus. 

The University of the Free State’s (UFS) Faculty of Education, in collaboration with the Research and Development Unit from the Central University of Technology (CUT), hosted a colloquium on the field of technological higher education and its contribution to the knowledge society. Prof Marie Brennan and Prof Lew Zipin, both from Victoria University in Melbourne, Australia, presented the keynote addresses of the colloquium.

The past, present and future
The current fees protests in South Africa have caused universities to rethink and strategise new ways of delivering knowledge. Prof Brennan cautioned that when moving towards technological solutions for teaching, a crucial balance between past knowledge and practices and present and future knowledge and practices needed to be maintained.
“Knowledge is always dynamic, always generated from live problems, and therefore always relies on social interactions. Face-to-face interaction is removed by intense interaction with technology. If knowledge is presently linked to technology, we as academics must be able to move it. However, we should not neglect the indigenous knowledge that was generated through face-to-face interaction,” said Prof Brennan.
She purported that a reconnection between social relations and technology was important but to achieve this, a clearer pedagogical understanding of knowledge production was needed.

Never simplify complex problems

Prof Zipin said academics were constantly seeking complex problems and therefore could not reduce the complexity of a problem to simplify it for students entering the higher education space.
“We need to become a knowledge society. Ideologies often sway us not to look at the complexities of knowledge otherwise these ideologies would not be persuasive,” said Prof Zipin.

Is the technological move counterproductive?
Prof Zipin also cautioned that the move towards technological means for transferring knowledge had its own drawbacks. Institutions are a knowledge economy and its product is human capital. However, producing graduates who catered only to a technological society created downward mobility.
“People’s jobs are replaced by technology. This causes wages to decrease significantly because of structural inequalities, the move towards tech-based schooling should be done cautiously,” said Prof Zipin.

Simplicity not the ultimate sophistication
Prof Zipin concluded by stating that higher education had a responsibility to give its students the best possible future, this could be done by creating hegemonic relationships between institutions of higher learning, government and the private sector. Academics needed to fill the gap and apply their knowledge by applying complexity to social issues and allowing the complexity of these issues to flourish, the professor said.

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