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The aim of this study was to examine relationships between low density lipoprotein (LDL) metabolism, in vitro binding, and particle size. Twenty four study subjects, 17 men and 7 women, had elevated plasma total cholesterol (TC), ranging from 174 to 232 mg/dl, and LDL cholesterol (LDLC) ranging from 113 to 195 mg/dl after 12 weeks on a Step I diet. The fractional clearance rate (FCR) for LDL ranged from 0.233 to 0.619 pools/day (0.366 +/- 0.021) and was significantly correlated with plasma triglycerides (TG) (P < 0.05). Although there was no relation between FCR and binding in the study group as a whole, those subjects with an FCR within the normal range (< 0.45, n = 20), showed a significant negative correlation between FCR and the KD for LDL binding, (r = 0.52). A subset of four subjects with an elevated FCR (> 0.45) had higher production rate (PR) (P < 0.005) and a significant positive correlation between the KD for LDL binding and FCR (P < 0.05). LDL size varied from 240.0 to 265.8 A and was significantly inversely correlated with plasma TG (P < 0.001) but there was no relation between LDL size and metabolism or binding affinity. Thus, there appears to be a correlation between binding affinity and clearance for subjects who had normal LDL production and clearance rates. On the other hand, mechanisms other than binding affinity appear to influence clearance in subjects with elevated rates of production and clearance.

The collision of classical teaching methods with technology was inevitable; now how do we use technology to buttress the goals of analytical thinking and problem solving? This study juxtaposes the dialectical method of Socrates with current technology to demonstrate that time tested techniques can be delivered via new technologies. A pre-test, post-test study (n=239) employing case method concepts was conducted over five semesters. The learning module was created using modified hierarchy with associative structures which allows moderate learner control. Findings indicate that significant learning occurred among all levels of students, and student response was universally positive. Providing some learner control with structure seemed to accommodate student learning in terms of achievement and interest. [ABSTRACT FROM AUTHOR]

This research investigates the relationship between inter-domain conflict in the form of work-family conflict and family-work conflict with various facets of employee job satisfaction. The study was conducted among police personnel (n = 119) in a large southeastern state. Results indicate that work-family conflict is significantly related to satisfaction with job in general, pay, supervision, promotion, work, and co-workers. Family-work conflict is not as consistently related to the facets of job satisfaction. In general, as expected, conflict between work-family is more closely related to employee job satisfaction than conflict between family-work. Managerial implications are included as well as directions for future theoretical research. [ABSTRACT FROM AUTHOR]