Serum lipids, lipoproteins and sex-hormone binding globulin in breast cancer

Serum levels of various lipid parameters, i.e., triglycerides, total cholesterol, alpha lipoprotein or high density lipoprotein (HDL)-cholesterol and beta lipoprotein or low density lipoprotein (LDL)-cholesterol were measured in a total of 138 histologically proven cases of breast cancer along with 146 control women. The mean levels of serum triglycerides, total cholesterol and LDL-cholesterol were found to be significantly higher in breast cancer cases as compared to controls. However, lower mean levels of serum HDL-cholesterol and sex-hormone binding glubulin (SHBG) were observed in breast cancer patients than the control subjects. The results indicate a probable relation between serum lipids and the activity of sex-hormones. Moreover, the study reflects an overall disturbance of lipid metabolism in the pathological process of breast cancer.     

An Educational Needs Assessment of Pennsylvania Workforce: Opportunities to Redefine Secondary Career and Technical Education to Meet Food Industry Needs

ABSTRACT: This article describes the outcomes of a needs assessment concerning current training needs and performance targets for non-degreed employees in the food industry. Focus groups were used to gather data from 5 food-processing companies: a fresh vegetable company, a canned vegetable company, 2 snack food companies, and a meat company. Focus group participants consisted of 1 senior-level manager each from human resource, production, quality assurance, purchasing, and product development departments within each company. The needs assessment identified 4 major themes that employers indicated as beneficial knowledge and skills for employees to possess: safety training, knowledge of food and production systems, learning and applying mathematical skills, and professional conduct. The authors anticipate that the knowledge of industry needs, with respect to the desired incoming workforce competencies and knowledge, will facilitate the development of integrated curriculum modules for secondary career and technical education programs (high school grades). These integrated curriculum modules will address the growing needs of the food industry and facilitate the development of employment skills required to function and prosper in the new global economy.     

Book reviews

The presence of a virtual learning environment (VLE) in an on‐campus setting can alter the dimensions of existing learning and teaching relationships. Research literature indicates that increased engagement with educational technology can have the effect of drawing staff and students closer together (both physically and virtually) rather than encouraging campus‐based institutions to deliver more of their provision at a distance. This paper will explore how on‐campus students can benefit from appropriate use of technology in ways that make them feel increasingly connected with their institution and their peers. Using qualitative data we explore how effective use of technology can help to bridge the physical gap between the students, their institution and their peers – even where the actual interactions between students take place offline – and how the combination of physical and virtual learning environments can be used to create an effective learning and teaching experience.

Etablissement d'une ligne dans un environnement de formation integré. La présence d'un environnement virtuel de formation (VLE) sur le campus peut changer les dimensions des relations d'enseignement et de formation existantes. La littérature de recherche démontre qu'une l'utilisation augmentée de la technologie d'éducation interactive a surtout l'effet de rapprocher le corps enseignant et les étudiants (aussi bien physiquement que virtuellement) plutôt que d'encourager les institutions basées sur le campus de transmettre leur services d'éducation de manière plus renforcée (Cairncross, ; Graetz &; Goliber, ). Cet exposé démontre comment les étudiants du campus peuvent bénifier de l'utilisation appropriée de la technologie afin de se sentir plus apparentés à leur institution et à leurs camarades. En utilisant des dates qualitatives, nous explorons comment l'utilisation effective de la technologie permet de surmonter la lacune physique entre les étudiants, leur institution et leurs camarades – même si les interactions réelles entre les étudiants ont lieu dans milieu autonome – et comment la combinaison des environnements physiques et virtuels de formation peut aider à créer une expérience d'enseignement et de formation effective.

Die Herstellung einer Verbindung in einem integrierten Lernumfeld. Die Existenz eines virtuellen Lernumfelds im Universitätsbereich kann die Dimensionen der bestehenden Lern‐ und Lehrbeziehungen verändern. Die Forschungsliteratur beweist, dass ein gesteigerter Dialog durch Bildungstechnologie eher das Lehrerkollegium und die Studenten (sowohl physisch als auch virtuell) zusammenbringt, als dass es Hochschulen motiviert, eine höhere, flächendeckende Unterstützung zu bieten. (Cairncorss, ; Graetz &; Goliber, ). Dieser Bericht belegt, wie Studenten im Universitätsbereich vom angemessenen Gebrauch der Technologie profitieren können, so dass sie sich zunehmend mit ihrer Hochschule und mit ihren Kommilitonen verbunden fühlen. Indem wir qualifizierte Daten verwenden, zeigen wir, wie die effektive Nutzung von Technologie helfen kann, die physische Lücke zwischen Studenten, ihrer Hochschule und ihren Kommilitonen zu überwinden – selbst wenn die tatsächlichen Interaktionen zwischen den Studenten offline stattfinden – und wie die Kombination physischer und virtueller Lernumfelder genutzt werden kann, um eine effektive Lern‐ und Lehrerfahrung entstehen zu lassen.