University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Distinct urinary metabolic profile of human colorectal cancer.

Abstract: A full spectrum of metabolic aberrations that are directly linked to colorectal cancer (CRC) at early curable stages is critical for developing and deploying molecular diagnostic and therapeutic approaches that will significantly improve patient survival. We have recently reported a urinary metabonomic profiling study on CRC subjects (n = 60) and health controls (n = 63), in which a panel of urinary metabolite markers was identified. Here, we report a second urinary metabonomic study on a larger cohort of CRC (n = 101) and healthy subjects (n = 103), using gas chromatography time-of-flight mass spectrometry and ultra performance liquid chromatography quadrupole time-of-flight mass spectrometry. Consistent with our previous findings, we observed a number of dysregulated metabolic pathways, such as glycolysis, TCA cycle, urea cycle, pyrimidine metabolism, tryptophan metabolism, polyamine metabolism, as well as gut microbial–host co-metabolism in CRC subjects. Our findings confirm distinct urinary metabolic ...

Women's experiences with battering: a conceptualization from qualitative research

Abstract: Battering of women by their male partners affects an estimated 3 -4 million women each year in the United States. Prevalence studies indicate that between one-third and one-fifth of all women will be physically assaulted by a male partner. Battering generally consists of men's continuous use of physical, and often sexual, assaults along with verbally and emotionally abusive behaviors that may become more severe and damaging over time. In addition to assaulting their partners, batterers also threaten, intimidate, and humiliate them; isolate them from family and friends; restrict their access to money and other resources; threaten the safety of children and others in their families; and control their activities outside the home. Sex is also a weapon batterers use to gain power over their partners; this manifests itself as both rape and withholding sexual affection. Evidence is growing that the physical, psychological, and sexual violence battered women are subjected to contributes to the development of many serious health problems including injury, depression, anxiety, posttraumatic stress disorder, chronic pain, gastrointestinal disorders, substance abuse, suicide, and homicide.

Predicting stability and change in toddler behavior problems: Contributions of maternal behavior and child gender.

Abstract: This study examined the stability and continuity of early-identified behavior problems and the factors associated with this stability. Children and their mothers (N = 125) were seen when the children were 2 and 4 years of age. Maternal reports of child externalizing behavior and laboratory observations of child noncompliance were stable from age 2 to age 4. Early externalizing behaviors decreased over time; however, child noncompliance in the laboratory did not. Although few associations were found between maternal positive behavior and child behavior problems, maternal controlling behavior was related to increases in child behavior problems, particularly at high levels of both prior noncompliance and prior maternal control. Child noncompliance was predictive of increases in maternal controlling behavior over time.

School Functioning in Youth with and without Anxiety Disorders: Comparisons by Diagnosis and Comorbidity.

Abstract: This article reports on school functioning for 227 youth ages 7-14 (M = 10.3) with principal diagnoses of separation anxiety disorder (n = 40), social phobia (n = 58), generalized anxiety disorder (n = 76), or no diagnoses (n = 53). School functioning data were gathered via parent and teacher report. Youth with no diagnoses demonstrated significantly higher levels of school functioning than those with separation anxiety disorder, social phobia, or generalized anxiety disorder. The specific anxiety-disordered groups were differentiated to some degree on parent and teacher report of school functioning. Analyses revealed that differences were often attributable to increasingly complex comorbidity. These results underscore the need for services for youth with anxiety given the range of challenges they face in the school environment. ********** Reviews of epidemiologic studies conclude that anxiety disorders are common and possibly the most prevalent category of disorder in youth (Albano, Chorpita, & Barlow, 2003; Bernstein & Borchardt, 1991; Chavira, Stein, Bailey, & Stein, 2004). Using diagnostic criteria (e.g., Diagnostic Statistical Manual of Mental Disorders [4th ed., text rev.; DSM-IV-TR]; American Psychiatric Association, 2000), prevalence rates of anxiety disorders in children and adolescents range from 2% to 27%, depending on age, measure/assessment used, and assessment interval (Costello, Egger, & Angold, 2004). Yet, despite initial efforts (e.g., Phillips, 1978) and the high prevalence of anxiety disorders in youth, the relationship between anxiety and school functioning remains understudied. Surprisingly, a search of four major school psychology journals (e.g., School Psychology Review, Journal of School Psychology, School Psychology Quarterly, and Psychology in the Schools) has revealed a dearth of published studies involving a specific focus on the overlap between DSM-classified anxiety disorders typically found among school-age children and the associated influence on school functioning. Only a very small number (e.g., Callahan, Panichelli-Mindel, & Kendall, 1996; Wood, Chiu, Hwang, Jacobs, & Ifekwunigwe, 2008) have addressed this topic area. The literature highlights a number of deleterious outcomes linked to anxiety as rated by various informants. Children with anxiety tend to be rated by peers as being shyer and more socially withdrawn (Coplan, Girardi, Findlay, & Frohlick, 2007), and are rated as less popular and less likeable, relative to children who are not anxious (Nelson, Rubin, & Fox, 2005). Other studies (e.g., Kashani et al., 1990) have compared parent report of anxious youth to those who are not anxious, finding more difficulties experienced among the former group across ages. Strauss, Frame, and Forehand (1987) found that children classified as highly anxious by their teachers exhibited greater psychosocial difficulties and problems with adjustment than did children rated as nonanxious. Moreover, the effects of anxiety are not confined to childhood and adolescence, but can lead to problems in later functioning. Negative sequelae of childhood anxiety include adult anxiety disorders, mood disorders, and substance use problems (Kendall, Safford, Flannery-Schroeder, & Webb, 2004; Woodward & Fergusson, 2001). In considering contexts likely to produce anxiety for youth, the school environment emerges as especially salient, offering no lack of stress-producing stimuli for youth. Indeed, Langley, Bergman, McCracken, and Piacentini (2004) found that school-related stressors were among the most frequently endorsed as causing significant interference by their sample of youth with an anxiety disorder. Furthermore, numerous school-related "hassles" (e.g., peers, schoolwork, teachers, homework, and parent-school relations) affecting elementary and middle school children have been found to be significantly correlated with internalizing disorders such as anxiety (Barrett & Heubeck, 2000; Heubeck & O'Sullivan, 1998). …