The problem of this study is to determine the vitamin B-6 status of patients who have chronic obstructive pulmonary disease (COPD). Erythrocyte aspartate transaminase assay was the method for measuring vitamin B-6 status. The vitamin B-6 status was examined in thirty subjects (ten COPD subjects and twenty control subjects). An unpaired t-test was used to compare the vitamin B-6 status of the COPD group versus the control group. Four determinants (percentage stimulation, ratio of basal to stimulated activity, basal activity, and stimulated activity) were used to determine vitamin B-6 status in both groups of subjects. Percentage stimulation and ratio of basal to stimulated activity were not significantly different (control group versus COPD group) at the .05 level. However, two of ten COPD subjects had values for percentage stimulation that were two standard deviations above the mean, indicating a poor B-6 status. In contrast, basal activity and stimulated activity of erythrocyte aspartate transaminase were found to be significantly lower at the .05 level in the COPD group than the control group. Therefore, the COPD subjects as a group had some biochemical characteristics of a lower level of vitamin B-6 than the controls.

Hematocrit, serum-iron and iron-binding capacity were used to test the iron status of a sample of fifty-six volunteer students. Subjects completed a questionnaire to examine whether a correlation exists between iron status and iron knowledge. The sample, including 20 males and 36 females, consisted of ten nutrition majors , eight biology majors, thirty-eight other majors, and eight vegetarians. The four measures revealed that a high prevalence of iron deficiency did not exist in this student population. Other findings: sex and iron status are not related; no correlation exists between iron knowledge and iron status; and vegetarians have an iron status comparable to that of non-vegetarians.

The purpose of this investigation is to extend the study of the influence of social comprehension on the adjustment of college students by (1) determining the adjustment progress of students in the social fundamentals classes, and (2) comparing the adjustment progress of men and women in these home economics classes with the progress of men and women in other subject-matter fields.