Breaking the Silence: An Examination of the Single Mother's Voice in an HIV Environment – Tendayi Westerhof'sUnlucky in Love

2009 ◽  
Vol 25 (2) ◽  
pp. 52-68 ◽  
Author(s):  
Angeline M. Madongonda
Keyword(s):  
Mother’S Voice

Giving to Our Patients—Should We Draw the Line?

1986 ◽  
Vol 8 (3) ◽  
pp. 67-67
Author(s):  
Lawrence F. Nazarian
Keyword(s):  
Emergency Room ◽  
Routine Examination ◽  
After Hours ◽  
Mother’S Voice

"We've got a cut finger here. Can we meet you at the office right away?" The mother's voice on the phone was calm but insistent. "Which child is this?" I asked. " Well, actually, it's me. My doctor doesn't do suturing and I don't feel like waiting around the emergency room." I had no problem telling her politely that I would call the hospital to let them know she was coming. Clearly, this was an inappropriate request to make of a pediatrician covering a large practice on a weekend, especially when other help was available. But what about the parent who calls after hours regarding a diaper rash? How about the father who insists that you put a diagnosis other than "well child" on the charge slip, so his insurance will cover the routine examination? Does it change your mind when he points out that you discussed the child's headaches during the visit? How about the mother who wants erythromycin for her child "because it's the only thing that clears up his ears?" Our orientation is to give our patients what they need. We are there to help and to give. Rightly so. And most of the time it is appropriate to give what is requested.

Central Auditory Processing

2021 ◽  
Author(s):  
Josef P. Rauschecker
Keyword(s):  
Auditory Cortex ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Auditory Perception ◽  
Auditory Brainstem ◽  
Central Auditory Processing ◽  
Visible Part ◽  
Auditory Object ◽  
Mother’S Voice ◽  
The Brain

When one talks about hearing, some may first imagine the auricle (or external ear), which is the only visible part of the auditory system in humans and other mammals. Its shape and size vary among people, but it does not tell us much about a person’s abilities to hear (except perhaps their ability to localize sounds in space, where the shape of the auricle plays a certain role). Most of what is used for hearing is inside the head, particularly in the brain. The inner ear transforms mechanical vibrations into electrical signals; then the auditory nerve sends these signals into the brainstem, where intricate preprocessing occurs. Although auditory brainstem mechanisms are an important part of central auditory processing, it is the processing taking place in the cerebral cortex (with the thalamus as the mediator), which enables auditory perception and cognition. Human speech and the appreciation of music can hardly be imagined without a complex cortical network of specialized regions, each contributing different aspects of auditory cognitive abilities. During the evolution of these abilities in higher vertebrates, especially birds and mammals, the cortex played a crucial role, so a great deal of what is referred to as central auditory processing happens there. Whether it is the recognition of one’s mother’s voice, listening to Pavarotti singing or Yo-Yo Ma playing the cello, hearing or reading Shakespeare’s sonnets, it will evoke electrical vibrations in the auditory cortex, but it does not end there. Large parts of frontal and parietal cortex receive auditory signals originating in auditory cortex, forming processing streams for auditory object recognition and auditory-motor control, before being channeled into other parts of the brain for comprehension and enjoyment.

scholarly journals OXYGEN SATURATION (SaO2) IN ILL NEONATES IS IMPROVED BY MOTHER'S VOICE AND OTHER SOUNDS. † 1246

1996 ◽  
Vol 39 ◽  
pp. 210-210
Author(s):  
Igor M Gladstone ◽  
Randall S Moore ◽  
Ronald Gordon ◽  
Michael A Colasurdo ◽  
Rebecca C Bent ◽  
...  
Keyword(s):  
Oxygen Saturation ◽  
Mother’S Voice

Training Infant Reaching using Mother’s Voice as Reinforcer

2004 ◽  
Vol 5 (1) ◽  
pp. 43-51 ◽  
Author(s):  
J.C. Darcheville ◽  
C. Boyer ◽  
Y. Miossec
Keyword(s):  
Mother’S Voice

Education Begins at Home

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Personal Growth ◽  
Bone Conduction ◽  
Deaf Child ◽  
Deaf Children ◽  
Medical Problems ◽  
Implicit Instruction ◽  
Early Access ◽  
Hearing Parents ◽  
Mother’S Voice

Parents, siblings, and others provide young children with a context in which development occurs and supports and promotes early learning. In this chapter, we consider the roles of various individuals and early interventions in social, language, and cognitive development before children enter school. Because most deaf children are born to nonsigning, hearing parents, communication in the home is given special consideration, particularly with regard to the kinds of information and experience that contribute to those domains. We also consider the importance of implicit instruction in relation to fostering educational readiness and the potential effects on long-term academic achievement and personal growth. Parents will encounter both opportunities and challenges in raising a deaf child, and research has demonstrated a variety of ways in which they can optimize their child’s development. Therefore, we devote some space to describing the field on which early development takes place. Most important, we will see the importance of deaf children having early access to language, social interaction, and experiential diversity. Because most cases of deafness are not hereditary, many deaf children will have congenital or early-onset hearing losses that are totally unexpected (and usually unrecognized for some time) by their parents. Some of those children will be considered at risk at birth because of the maternal, fetal, or neonatal medical problems that contributed to their hearing losses. Beyond the consequences of initial medical difficulties, factors related to prenatal or postnatal hearing loss may well influence the quantity or quality of interactions the infant has with others in the environment during the first few months. These earliest influences, and their effects, can have ever-widening consequences for development over the first months and years of life. Even before birth, sounds perceived from within the womb can influence the course of development. Early in the last trimester of pregnancy, a fetus will rotate and adopt a new position with the head against the mother’s pelvis. Most fetuses already have considerable responsiveness to sound at this point and can perceive the mother’s voice and heartbeat through bone conduction (Als et al., 1979).

Through the mother’s voice: Exposure and intimacy in Lesley McIntyre’s photo project The Time of Her Life and Elisabeth Zahnd Legnazzi’s Chiara A Journey Into Light

2018 ◽  
Vol 24 (5) ◽  
pp. 461-475
Author(s):  
Agnese Sile
Keyword(s):  
Critical Analysis ◽  
Collaborative Practice ◽  
Social Semiotics ◽  
Disabled Children ◽  
Ethical Philosophy ◽  
Photographic Essay ◽  
The Subject ◽  
Mother’S Voice ◽  
The Voice

When it comes to depicting ill or disabled children, the ethics of representation becomes increasingly complex. The perception of photographs as voyeuristic and objectifying is of particular concern here and resonates with widespread fear about the eroticisation, mistreatment and exploitation of children. Although these fears are reasonable, this view does not take into account the voice and agenda of the photographic subject, disregards the possibility of recognition and the participatory nature of photography. In this article, I focus on photography as a collaborative practice. I analyse two photographic projects by photographers/mothers that document their ill and dying daughters – Lesley McIntyre’s photographic essay The Time of Her Life (2004) and Elisabeth Zahnd Legnazzi’s Chiara A Journey Into Light (2009). Illness in these projects is not experienced in isolation. Instead, the photographs and accompanying texts provide a space to engage in a dialogue which is built on the interdependency of all the participants of the photographic act – the photographer, the subject of the photograph and the viewer. My aim is to question how these projects construct experiences and articulate private expressions of illness and how the photographs enhance and/or challenge the mother–daughter bond. Alan Radley’s critical analysis of representations of illness, Emmanuel Lévinas’s and Maurice Blanchot’s perspectives on ethical philosophy and visual social semiotics approach developed by Kress and Van Leeuwen provide a guiding framework for this study.

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