The death of the corpus luteum results in falling levels of progesterone and estrogen. The drop in ovarian hormones releases negative feedback on LH and FSH, thereby increasing LH and FSH concentrations and leading to shedding of the endometrium and another round of ovarian follicle selection. Uterine events
During the follicular phase in the menstrual cycle, the uterine endometrium is in the proliferative phase which is characterized by an increase in circulating estrogen produced by the developing follicle. Increased estradiol alters the endometrial lining and promotes proliferation of epithelial cells, thickening of the tissue, and elongation of the spiral arteries that provide nutrients to the growing tissue. Estrogen also makes the endometrium more sensitive to progesterone in preparation for the luteal phase. After ovulation and during the luteal phase, the uterine endometrium is in the secretory phase which is characterized by the production of progesterone from the growing corpus luteum. Progesterone inhibits endometrial proliferation, and preserves uterine tissue in preparation for fertilized egg implantation. At the end of the luteal phase, progesterone levels fall and the corpus luteum atrophies. The drop in progesterone leads to endometrial ischemia which will subsequently shed in the beginning of the next cycle at the start of menses. This last stage in the luteal or secretory phase may be called the ischemic phase and lasts just for one or two days. Symptoms
Changes in the level of progesterone during this phase may cause typical symptoms of pre-menstrual syndrome (PMS), such as:

Anxiety
Headaches
Mood swings
Irritability
Tender breasts
Weight gain
Trouble sleeping
Changes in sexual desire
Bloating


== References ==
Those with these types of dysfluencies will exhibit the afore mentioned repetitions about once every 10 sentencesMistiming and stuttering are common ways that developmental dysfluency manifests itself. When a child mistimes, they prolong a certain letter/syllable in the word they are saying, thereby taking much longer for their sentence to be said. Pauses or blocking are another side effect relating to developmental dysfluency. This is when one inserts a silent interval within the word. Revision is similar to this but is the halting completely, mid-flow of a sentence and taking the thought in a different direction. There is evidence to show that this may not only be an issue of speech motor areas but also the auditory cortex. In a MEG study by Beal et al. they found that adults with "persistent developmental stuttering" or PDS, had slower cortical timing than those who spoke completely fluent. This shows us something is wrong in their auditory motor integration. As far as the underlying ailments behind stuttering, It is not well known whether this side effect has to do with "errors in linguistic planning" or issues with "access or retrieval of linguistic elements" and it could very well involve both issues.On occasion, children will go beyond the normal dysfluency patterns. Instances like the previously mentioned example indicate that the child is learning to use language. In contrast, children with stuttering disorder, will likely repeat sounds or one-syllable words three or more times. They may also prolong sounds for two or more seconds.