Feelings Status Video Download |VERIFIED|
Carry Dusablon
Feelings and sentiments can sometimes get so complicated that you start feeling absolutely clueless. You may also feel drained to express yourself; putting your thoughts into words may get challenging. And, reading some quotes on feelings can be your savior at such times.
Reading feelings quotes can help you validate your feelings and not brush them aside. These feeling quotes tell you that you are not alone and that many people feel the same way. It inspires you to hold on and not give up easily.
Some quotes and adages hit home and help you acknowledge your feelings. These quotes can motivate you to be brave and fight a problem. It can help you gain insights and understand that life is about facing obstacles and rising above them.
At times, we are unable to express our feelings and emotions in words. Feelings can be overwhelming, and there are times we struggle to deal with them. For instance, you may not be able to communicate your affection to your special one or tell them they hurt you. All these emotions can crowd your heart and make it unbearable. Reading appropriate feel quotes can help relieve pent-up feelings and take the load away from your heart. Choose the appropriate ones and paste them somewhere you can see regularly.
For a relationship to be successful and strong, the partners must be open to one another. You should be able to share anything and everything without the fear of being judged. This infographic will help you understand the signs that you are ready to share your deepest fears and feelings with your partner.
SaveIllustration: Momjunction Design Team
Hydration status and the effects of hypohydration have been the topic of much public and scientific debate in recent years. While many physiological responses to hypohydration have been studied extensively, the subjective responses to hypohydration have largely been ignored. The present investigation was designed to investigate the physiological responses and subjective feelings resulting from 13, 24 and 37 h of fluid restriction (FR) and to compare these with a euhydration (EU) trial of the same duration in fifteen healthy volunteers. The volunteers were nine men and six women of mean age 30 (sd 12) years and body mass 71.5 (sd 13.4) kg. Urine and blood samples were collected and subjective feelings recorded on a 100 mm verbally anchored questionnaire at intervals throughout the investigation. In the EU trial the subjects maintained their normal diet. Body mass decreased by 2.7 (sd 0.6) % at 37 h in the FR trial and did not change significantly in the EU trial. Food intake in the FR trial (n 10) provided an estimated water intake of 487 (sd 335) ml and urinary losses (n 15) amounted to 1.37 (sd 0.39) litres. This is in comparison with an estimated water intake of 3168 (sd 1167) ml and a urinary loss of 2.76 (sd 1.11) litres in the EU trial. Plasma osmolality and angiotensin II concentrations increased from 0-37 h with FR. Plasma volume decreased linearly throughout the FR trial amounting to a 6.2 (sd 5.1) % reduction by 37 h. Thirst increased from 0-13 h of FR then did not increase further (P>0.05). The subjects reported feelings of headache during the FR trial and also that their ability to concentrate and their alertness were reduced.
Drawing on a nationally representative sample of final year primary school students in Wales, this paper quantifies the extent to which young people report worries about, or looking forward to, transition to secondary school. It then examines the extent to which these feelings are associated with socioeconomic status and mental health difficulties. We hypothesise that lower socioeconomic status and mental health difficulties will be associated with more negative feelings about school transition. Subsequently, we identify common sources of worry, or things children look forward to, about transition to secondary school, and how these differ by socioeconomic status and emotional and behavioural difficulties. We also hypothesise that anxieties specifically in relation to bullying or impacts on friendships, may be greatest among children from less affluent schools and families, or with emotional and behavioural difficulties.
Figure 1 presents overlap between looking forward to and worrying about transition by mental health and socioeconomic status. For both school and family indicators of socioeconomic status, children from poorer backgrounds were less likely than those from more affluent backgrounds to look forward to transition without also worrying about it, but more likely to simultaneously report positive and negative feelings about transition. Hence, while differences by socioeconomic status in whether children looked forward to transition were small, positive feelings were more likely to be accompanied by worries among pupils from less affluent schools and families. Pupils with elevated scores for behavioural difficulties were less likely to look forward to transition in the absence of worry. Pupils with elevated scores for emotional difficulties indicated more worry, both with and without simultaneously looking forward to transition, and lower prevalence of only looking forward to transition.
Table 3 presents two series of multi-level analyses assessing differences in feelings about transition to secondary school by socioeconomic status and mental health symptoms. Worries about and looking forward to transition to secondary school demonstrated small intra-cluster correlation at the school level in null models of 0.03 and 0.02 respectively. School and family level socioeconomic status were independently associated with increased worries about transition in all models, with children from schools with higher FSM entitlement and children from poorer families most likely to feel worried about transition. Children reporting borderline or potentially clinically significant emotional difficulties (though not those reporting behavioural difficulties) were more likely to report worries about transition. Patterning was somewhat different for looking forward to secondary school, with associations of school level FSM not significant, although children from more affluent families were more likely to look forward to secondary school. By contrast, both emotional and behavioural difficulties were independently associated with lower odds of looking forward to secondary school. Girls were more likely to worry about transition than boys in all models, though not significantly more or less likely to look forward to transition.
Table 4 presents types of worry about transition to secondary school (among children who reported being quite or very worried about the transition), overall and by socioeconomic status and mental health status. Table 5 presents reasons for looking forward to transition to secondary school (among children who reported looking forward to the transition quite a bit or very much), overall and by socioeconomic status and mental health status. Among children who expressed being worried either quite a bit or very much about moving to secondary school, reasons for worry included: bullying or dominant older children; the changing nature of friendships, including loss of current friendships and anticipated challenges in making new ones; academic pressures such as anxieties keeping up with harder work or of the amount of homework; fears about navigating a new larger school, including among some, a fear of getting lost; and changing relationships with teachers and school discipline (including loss of contact with trusted teachers and perceptions that secondary school teachers would be stricter and disciplinary regimes harsher). Among children who said they were looking forward to the transition quite a bit or very much, things young people looked forward to related to issues such as relationships with peers, including making new friends, and in some cases, joining friends and family already in their new school. Around a quarter reported looking forward to academic aspects of secondary school including new subjects or more challenging work. Others described extracurricular activities such as sports clubs and school trips, looking forward to greater independence or better food compared to primary school.
Approximately 1 in 12 children scored above the clinical cut-off for emotional difficulties, with a similar proportion scoring above a clinical cut-off for behavioural difficulties. Consistent with past evidence that young people entering secondary schools with mental health difficulties are more likely to adjust poorly to the transition to secondary school (Makin et al., 2017; Riglin et al., 2013), feelings about transition to secondary school were associated with mental health status. Children with elevated scores for emotional difficulties had substantially greater odds of citing being worried about the transition and were less likely to look forward to transition. Children with elevated scores for emotional difficulties worried more about bullying and impact on friendships in their new school than did peers with lower scores for emotional difficulties.
This study benefits from the use of a large nationally representative sample and use of well validated measures of mental health and socioeconomic status. However, data are cross sectional and hence cause and effect cannot be demonstrated; for example, mental health difficulties may drive worries about transition to secondary school, or in some cases, these worries may drive mental health difficulties. Alternatively, a common underlying cause may act as a confounder. Longitudinal research is needed to strengthen confidence in conclusions regarding the direction of relationships observed. Data were collected from young people in their final year of primary school, and future work will aim to link these responses to data from the School Health research Network Student health and Wellbeing Survey in which almost all schools in Wales participate (Moore et al., 2020).
Among women whose basic material needs are met, this self-perceived status can have a stronger effect on health than their actual income and education level, the study found. It was published in the journal Health Psychology.
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