The aim of this diploma thesis is to study the effect of morphine withdrawal on catecholaminergic and serotonergic neurotransmitter system in rat brain. Theoretical part of this thesis summarizes basic information known about principles of neurotransmission with focus on the catecholaminergic and serotonergic system, metabolism of its components, their signaling, relevant receptors, their distribution, and especially their effect on morphine dependence and subsequent withdrawal. It also summarizes briefly principles of opioid signaling and outlines the findings yet known about neurochemical analysis of the transmitter systems mentioned above. Experimental part of this thesis is focused on the optimization of the method of high performance liquid chromatography with fluorescence detection and its subsequent use to determine basic components of catecholaminergic and serotonergic neurotransmitter system in samples of different part of brain of rats affected by intraperitoneal administration of morphine sulphate, and its subsequent withdrawal and correspondings unaffected control rats. The expression of selected catecholaminergic receptors in identical samples is also detected. This thesis succesfully implements gradient into the originally isocratic method of high performance liquid chromatography...

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This study was performed to investigate how pressure, glue amount, dowel penetration depth and wood grain orientation affect direct withdrawal resistances of dowel pin joints both experimentally and numerically, and develop FE (finite element) models to simulate tensile strength, contact pressure, and shear stress occurred in dowel pin joints. Results indicated that the direct withdrawal resistance load of a dowel pin joints can be predicted based on knowing the glue bonding shear strength between dowel and joint member materials and the pressure between the contact surfaces of the dowel and hole of a connected joint member. The FE contact element model developed in this study was verified as an effective tool to analyze and predict the pressure between the contact surface of dowel and hole of a dowel-pin joint.

Background World Drug Report estimates the number of opioid users at 53 million and identifies opioids as responsible for two thirds of the 585,000 people who died as a result of drug use in 2017. Purpose The purpose of this study was to analyze the testimonies of 30 people regarding their journeys from drug addiction to drug withdrawal in Taiwan. Methods This was a qualitative research design. The sample inclusion criteria were as follows: (a) being a drug abuser, (b) completed the Christian Gospel Drug Withdrawal Program or church-sponsored program, and (c) shared their related testimony on the Good TV television channel in Taiwan. The participants' stories were posted in Chinese, transcribed by the author, and translated from Chinese into English. Content analysis was used to identify the major themes. Results Of the 30 participants, 24 were male (80%) and six were female (20%). The major themes identified in their testimonies were: (a) Using illegal drugs related to peer recognition, lack of knowledge, and temptations; (b) drug addiction was an endless pain cycle; (c) turning points related to love, repentance, and hope; (d) drug withdrawal was related to avoiding temptation and overcoming the drug withdrawal syndrome through the Holy Spirit; and (e) outcomes were faith and new life. Conclusions/Implications for Practice In this study, people who received the gospel drug withdrawal programs expressed that their lives had changed, they had withdrawn from drugs successfully, they had become volunteers to help others, and interactions with their family had improved. These programs may be applied in the mental health nursing profession.

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The first purpose of this study was to investigate the direct effects of three subtypes of social withdrawal (shyness, social avoidance, and unsociability, respectively) on internalizing outcomes (depression, emotional dysregulation, and self-worth, respectively) in emerging adulthood and to examine these effects by gender. A second purpose was to examine if parenting moderates (i.e., exacerbates or buffers) the main effects of social withdrawal on internalizing outcomes. Participants included 790 undergraduate students from four universities in the United States (Mage = 19.61, SD = 1.85, range = 18–29; 243 males, 547 females) and their mothers. Regression analyses established that shyness was associated with higher levels of depression and emotional dysregulation as well as lower self-worth for males and females. Social avoidance was linked with higher levels of depression and emotional dysregulation for females only. Finally, unsociability was associated with lower levels of depression and dysregulation for both genders. Analyses also established that parenting did not moderate depression, emotional dysregulation, or self-worth with regard to shyness or social avoidance. However, helicopter parenting moderated the links between unsociability and depression. Authoritative parenting moderated the links between unsociability and dysregulation and self-worth. Discussion focuses on the outcomes for emerging adults and the moderating roles of gender and parenting.

Children with language impairment (LI) often demonstrate difficulties in social communication. Although a number of general social communication interventions have been suggested, there is relatively little work done to examine the efficacy of these interventions for school-age children with LI, and none reported to target general emotional competence. The purpose of this study was to examine the effects on teacher perception of an intervention designed to improve emotion understanding. The intervention was centered on the presentation and use of children's stories to introduce and practice aspects of emotion understanding. The withdrawn and sociable subscales of the Teacher Behavior Rating Scale (TBRS) were selected as variables on which to measure teacher perception. Following treatment five of the six participants scored higher ratings of prosocial behavior, with two demonstrating overall reductions in withdrawn behavior and increases in sociable behavior. For one of these participants, the reported progress was notable. The most positive indicator of change following treatment was the reduction in solitary-active withdrawal behavior reported for three of the participants. A reduction in this type of behavior would most likely have an important impact on the quality of social interactions experienced by these individuals.

This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU Open Courseware (OCW) curriculum prior to registration had no significant effect on withdrawal rates. Prior enrollment in a BYU IS course had a statistically significant positive effect on withdrawal rates, a surprising result. Further HLM analysis of 83,707 students indicated that at least some of the variability in student withdrawal behavior at the high school level was influenced by prior enrollment, the online course format, and courses offered in the fine arts. For both high school and college courses, students enrolled in an online (rather than paper-based "correspondence") course were less likely to withdraw than their paper-based peers. Finally, for college courses, students enrolled in lower division courses were more likely to withdraw from their courses. Students enrolled in Career and Counseling, Engineering Technology, Life Sciences, Family Home and Social Sciences, College of Fine Arts and Communications, Marriott School of Business, or Religious Education courses were less likely to withdraw from their courses than students enrolling in courses from other colleges.

Recent research indicates that many children with Language Impairment (LI) have difficulty with social communication skills. This study assessed the impact of a social communication intervention on teacher perceptions of social withdrawal in children who received the treatment. The intervention targeted emotion understanding using the presentation of children's stories, facial picture cards, and journaling. Teacher perception was measured using the three withdrawal subscales of the Teacher Behavior Rating Scale (TBRS): Solitary-Active withdrawal, Solitary-Passive withdrawal, and Reticence. Following treatment all five participants received lower ratings of withdrawn behavior on some of the subscales. Only one participant received a rating indicting increased withdrawn behavior (on a single subscale). The most positive indicators of change following treatment were the reduction in Solitary-Active withdrawal for three of the participants and the reduction of Reticent withdrawal for three participants. This study reveals promising results for social communication intervention in children with LI in the area of withdrawn behaviors.

The purpose of this dissertation is to explore employees' behavioral reactions to the perceived aggression of others. Perceived aggression is defined as behavior that is perceived to be intentionally harmful by the intended target. A typology is developed that identifies two primary dimensions of behavioral reaction: (1) the form of the behavior (aggression/non-aggression) and (2) the direction of the behavior (toward the source of the harm/not toward the source of the harm). Based on these dimensions, the typology produces four categories of behavioral reactions: retaliatory aggression, displaced aggression, constructive problem-solving, and withdrawal. A model is then presented, which identifies various factors that influence employees' reactions. The relationships are examined in two studies. The first study is a cross-sectional survey design, which investigates the reactions to perceived supervisor aggression and the moderating effects of various situational factors (fear of retaliation, aggressive modeling and absolute hierarchical status) and individual factors (trait anger and the need for social approval). The second study is a 2x2 experimental design that investigates the reactions to perceived aggression and the moderating effects of fear of retaliation and personality variables (trait anger, locus of control and the need for social approval). Participants of the experiment, 77 undergraduate students, were randomly assigned into conditions of perceived aggression (high/low) and fear of retaliation (high/low). Perceived aggression was manipulated through exam feedback and fear of retaliation was manipulated through anonymity of instructor evaluations. The results of both studies provide support for some of the predictions, as well as some contradictory findings. Conclusions are drawn from the theory, typology and findings of the studies, highlighting implications for future aggression and organizational behavior research.