Effect of Massages During Pregnancy

Effect of Massages During Pregnancy Nikita S. Windham Pregnancy and Massage Research has discovered new information that maybe something can be done to help make pregnancy more tolerable that is not only safe but also effective. This solution is known as prenatal massage. Prenatal massage simply put is massage that is personalized specifically to the ever-changing bodies of pregnant women. One benefit of prenatal massage is that it can bring relief to aching muscles and joints. During pregnancy, a womans center of gravity is shifted. This new distribution of weight can put pressure on joints and cause muscles to ache. Massage can provoke the body to release endorphins, which are a natural pain reliever. (Nguyen, 2017) Along with relieving pain, the release of endorphins also contributes to calming the nervous system. The parasympathetic, or rest and digest, system is activated. This allows for better sleep and digestion, which in turn plays a part in decreased stress levels and improved mood. (Nyugen, 2017) Prenatal massage also increases blood circulation. This helps to reduce swelling (edema) and stiffness in muscles as more blood flow travels to those areas. Increased circulation also means that more oxygen and nutrients are pumped to the mother and ultimately the baby. This blood flow stimulates the lymph system, which in turn boosts immunity and toxin elimination. (Nyugen, 2017) Cautions and Contraindications Despite all the many benefits of prenatal massage, there are some instances where massage becomes inadvisable due to the potential harm that it could cause to the mother and baby. Circumstances in which massage should not be given can include sudden migraines, high blood pressure, edema from high blood pressure, preeclampsia, a history of preterm labor, and high-risk pregnancy. (Yogawiz, 2016) High-risk pregnancy can refer to certain conditions such as gestational diabetes, eclampsia, and heart conditions. Pregnant women under 15 or older than 35 and women carrying multiple babies are also considered high risk. Regardless, it is always best for the mother to consult with her doctor before attempting to receive a massage. (Cutler, 2014) Prenatal Massage Controversy There has been much controversy over what areas can and cannot be massaged during certain trimesters of pregnancy. There are specific reflexology points on the body that many have argued should not be pressed or massaged. The ankle is said to be the reflexology point that stimulates uterine contractions. Per Haller, there was a great study in 2014 in which researchers attempted to induce labor in 221 post-due date women by applying acupuncture needles. Even when poking these gals every other day for a week, none of the findings supported reflexology claims. (2015) There is also confusion over whether massage in the first trimester should avoided. It has been said that if a woman is massaged within the first trimester, it could potentially cause a miscarriage. Some sources say that there is no scientifically proven evidence that shows massage causes miscarriage. These sources say that contrary to popular belief, gentle massage can actually be soothing and comforting to both the baby and mother. (Soto, 2013) Despite all the conflicting ideas about massage during pregnancy, one thing can be agreed upon. Prenatal massage should be both beneficial and relaxing for the expectant mother. Pregnancy itself is already difficult, so this therapeutic touch can be a form of nurturing support for the soon to be mom. References Contraindications Of Pregnancy Massage. (2016). Retrieved March 14, 2017, from http://www.yogawiz.com/massage-therapy/pregnancy-massage/pregnancy-massage-contraindications.html#continued Cutler, N. (2014, March 18). High-Risk Pregnancy: Massage Caution or Contraindication? Retrieved March 14, 2017, from http://www.integrativehealthcare.org/mt/archives/2010/05/high-risk_pregn.html Haeller, R. (2015, November 30). Debunking Pregnancy Massage Myths. Retrieved March 14, 2017, from http://momsintow.com/news/debunking_pregnancy_massage_myths Soto, M. L. (2013, September 19). Dispelling the Myth of Avoiding First Trimester Massage. Retrieved March 14, 2017, from https://elementsmassage.com/park-ridge/blog/dispelling-the-myth-of-avoiding-first-trimester-massage Nguyen, Y. (2017, February 02). Prenatal Massage: Get Relief for Your Aches and Pains. Retrieved March 14, 2017, from https://www.fitpregnancy.com/pregnancy/pregnancy-health/prenatal-massage-get-relief-your-aches-and-pains

How does Owen make clear his feelings about war in Dulce et Dorcum est? :: English Literature

How does Owen make clear his feelings about war in Dulce et Dorcum est? The title of this poem which is ‘Dulce et Dorcum est,’ is a Latin saying which means, ‘It is sweet and honorable to die for your country.’ It is written by Wilfred Owen who gives us his opinion about this motto. He uses one of his brutal memories to support his views and to compare a stereotypical soldier as we visualize one in our heads and one as he saw whilst fighting in the war. This memory is of a time when Owen, along with his fellow soldiers is walking back to their rest place, when all of a sudden there is a gas attack. All except one of these soldiers manages to put on his gas mask in time; therefore he dies a horrible death. The poem explores a different mood for each of the four stanzas. In stanza one the mood is slow and weary. In stanza two there is a mood, which is fast and panicky. Stanza three explores a tragic mood and the final stanza has a mood of bitterness and anger. Owen is successful in providing detail throughout the poem. He is also successful in writing the poem as a memory, as he did fight in the war. In this poem he effectively shows his thoughts and expressions, as he wants the reader to think of them. Owen accomplishes the mood in verse one through his use of language. The poem starts with the words â€Å"Bent Double†, which introduces the image of a soldier as Owen remembers one. These words show us the action and figure of the soldiers. In reality you cannot walk bent really close to the ground, therefore these words can be considered as metaphors or slight exaggerations of what the soldiers were doing. These words start off the comparison of a real soldier with a stereotypical one. â€Å"Like old beggars under sacks†¦Ã¢â‚¬  This implies the visual sight of the soldiers if an ordinary person were to see them. This sentence is a simile and therefore means that the soldiers look like beggars. The word ‘sacks’ helps us to visualize the soldiers walking really close to the ground, under the weight of a sack. The simile above can also express torn clothes worn by the soldiers, muddy faces, slight injuries taken on by the soldiers and the mental conditions that they were facing. The simile compares these soldiers to people who have nothing to lose and their uniform to ‘sacks’, which indicates their shabby conditions. Another word, which suggests the speed at which soldiers move, is â€Å"trudge.

Pre-Linguistic Development Essay

As linguistic development designates the stage when children are able to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage before the child is able to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. Pre-linguistic development, therefore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. Four stages can be identified: * Vegetative sounds (0-2 months): the natural sounds that babies make, e.  g. crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months): these vocalizations usually occur when the baby is comfortable and content. They are typically made up of vowels and consonants. * Vocal play (4-8 months): the infant engages in longer and more continuous streams of either vowel or consonant sounds. * Babbling (6-13 months): at least two sub-stages are identified – reduplicated babbling, in which the child produces a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e.  g. wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo). [See Speech Development] Up to this stage of development much of what the child produces is really no more than a sort of verbal play. The child is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual adult words. So, young children make various sounds and others then assign meaning to these. So, for example, a child may reach for an object whilst at the same time saying ‘m’. An adult may interpret this as the child wanting help to get the object. The child, having realized that this combination of physical gesture (reaching) and articulating ‘m’ prompts an adult to pass the desired object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be used to control his or her environment. These changes come about because the child’s ability to focus their attention on their caregiver and on objects becomes more refined as they mature. For example, from 0-2 months there is shared attentiveness in which only the baby and caregiver form part of any interactive event – all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is conceptually able to differentiate their own self from the caregiver and focus attention on each other and on the ‘message’ of the communicative event. Then, from about 6-15 months there is a shift such that the child is now able to focus attention on objects (e. g. cups, toys, books) and understand that the communicative event is focused on these. This is sometimes called joint object involvement. It is, however, the emergence of words from about 12 months onwards that signals the onset of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the One Word Stage. It is at this stage that we can properly talk about a child’sexpressive language, i. e. the words used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the child’s understanding or receptive language. The two are, of course, closely related. However, a child will typically understand much more than he or she can actually express and a child’s expressive language, therefore, lags behind its comprehension by a few months. Early One Word Stage (12-19 months) Before the emergence of the first ‘adult’ words the child will use specific sound combinations in particular situations. The sound combinations are not conventional adult words but they appear to be being used consistently to express meaning. For example, if the child says mu every time he or she is offered a bottle of milk then this may be considered to be a ‘real’ word. Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not represent an exact adult word, it would still be considered an early word. These early words are called protowords. The child will also be using gesture together with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular ‘word’. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words. A variety of single words are used to express his or her feelings, needs, wants, and so on. This is the stage at which, amongst other things, the child begins to name and label the objects and people around them. Examples include common nouns such as cup dog hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may also use a few social words such as no bye-bye please The child will not yet have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them. However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the end of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a variety of meaning. The next stage in the child’s development of expressive language is that he or she begins to combine two words together into simplephrases. Two Word Stage (20-30 months) It is at this stage that the child begins to produce two-word combinations similar to the following. daddy car shoe on where Katie Note that a variety of different word classes may be combined: * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions: one noun (shoe) plus a preposition (on). * Also, where Katie uses a so-called interrogative pronoun (where) together with a proper noun (Katie). In fact, a high percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months). As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as four words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss mummy you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is inconsistent but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the dolly he throw an orange. In addition, it is common for the prepositions in and on to be incorporated between two nouns or pronouns, e. g. mummy on bed you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of contrast between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball Complex Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length. It is at this stage that the concept of past and future time develops and this is expressed linguistically in a child’s utterances, e. g. we all went to see Ryan yesterday [past time] Daddy is going to get a shoe [future time] Robert stopped and kicked a good goal [past time] Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. can’t rather than can not, didn’t rather than did not, won’t rather than will not, and so on. Example utterances include the following. Helen can’t go to granddad’s house Connor didn’t stop crying he won’t eat up all his dinner for mummy There is a lot of controversy about just when the Complex Utterance Stage is completed. Some researchers claim that at five years of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the further acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still developing adult sentence structure. As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a parallel development of comprehension, or receptive language. So, for example, at the Early One Word Stage the child is capable of understanding a few single words spoken by others as well as speaking a few words. Similarly, at the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves. In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a child’s level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The extent to which the development of receptive language precedes expressive language is highly variable and it is not possible to define any precise norms. The following table summarizes the stages of early development of expressive language. Precursors to Language (Pre-linguistic)| 0-2 months| 2-5 months| 4-8 months| 6-13 months| reflexive crying and vegetative sounds| cooing and laughter| vocal play| babbling – reduplicated – non-reduplicated| (Symbolic) Language| 12-19 months| 14-24 months| 20-30 months| 28-42 months| 34-48 months| 48-60 months| Early One Word Stage(protowords)| Later One Word Stage| Two Word Stage| Three Word Stage| Four Word Stage| Complex Utterance Stage| Table 1. Early Development of Expressive Language.

Motivation Theories - 1236 Words

The four motivation theories are Biological theory, Psychosocial theory of motivation, Biopsychosocial, and Achievement theory. Everyone has their own motivation in life for continuing education, and career choices. Each person also has Intrinsic and Extrinsic motivators. Intrinsic is an internal motivation for self satisfaction. Extrinsic is an external motivation, or reward for a person’s accomplishment. Motivation Theories: Linda was motivated to go back to school because she wanted an education that would help to further her in her career, or help her to move on to another one. Linda worked her way up in her field and found that people with a degree were earning more for the same position than she has. It is well known that in†¦show more content†¦Her gourmet meal was ramen noodles. Not being happy at home affected her grades and her social life. She wants to ensure that her daughter does not go through this as well. Jamie believes the Psychosocial Theories incentive theory would best fit with her motivation. Incentive Theory explains how one is motivated to reach something they want or to elude something that they don’t. In this case Jamie does not want her daughter to grow up in the same lifestyle that she did. She wants’ her to grow up in a safe environment. Intrinsic and Extrinsic Motivators: Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards (Carpenter, Visualizing Psychology). Extrinsic motivations can change something pleasurable into work (Carpenter, Visualizing Psychology). Extrinsic motivations are often the motivator to do an action even though it is not always something you want to do. Linda wants to receive a high grade, so this would be the intrinsic motivation for her. Her extrinsic motivation is when she has worked hard and receives a high grade. It is the reward she receives for her hard work. 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