Should I Exercise While Fasting?

Author
BY  PAUL SALTON 

A lot of people fast for a variety of reasons. Some may fast for cultural or religious reasons, while others do it for weight loss or cleansing purposes. When you are not consuming foods throughout a day, it could have possible effects on your energy levels and your overall capacity to perform certain tasks. In such a case, most men and women may consider resting for the entire period of fasting to conserve their energy.

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Health Issues While Fasting

For any adult who is completely healthy, fasting for a period of 24 to 72 hours may not completely have any effects on the contraction of muscles. A 1987 study shows that during a fast of 72 hours, a healthy adult can continue to perform high-intensity exercise for brief periods of time. Moderate intensity exercises can be performed for longer durations. However, if your fast includes absence of water, you may want to rest to avoid dehydration.

Amount of Prescribed Activity

There is no particular decision on how much activity is healthy during a fast. Complete bed rest during a fast is a prevalent school of thought at the Herbert Shelton Tradition. However, this school of thought does not have any scientific backing. Fasting does not lead to sickness in most healthy adults, and therefore normal levels of activity in fasting men and women may be continued unless they feel tired or sick.

Benefits of Exercising While Fasting

When you exercise while fasting, you are able to maintain your healthy lifestyle or habit. For those who have a habit of exercising, the regular exercising can be a great way to maintain your routine. For those who are struggling with their weight, exercising while fasting can be a good way to lose some weight. Drinking plenty of fluids and lowering the intensity of exercise during this time will maintain your health while taking care of weight-loss goals.

Exercising While Fasting Is not for Everyone

Regular exercising for those who fast for long periods of time may not be appropriate. For instance, Muslims who fast during the time of Ramadan are at an increased risk of developing dehydration. While there is no strong evidence of lowered energy levels during a fast, the decision to exercise while fasting should be made on a case-to-case basis considering the overall health of the person and the exact nature of the fast.

For further information log on website :
https://www.livestrong.com/article/500051-should-i-exercise-while-fasting/

How to Lose Weight by Fasting Safely

Author
BY  STEPHANIE DUBE DWILSON 

Fasting has a bad reputation as a method of weight loss, but some people have found it very effective. The technique allows the dieter to concentrate on things other than food and when the next meal is coming. It also removes the need to count calories, points or carbohydrates. A properly thought out fast is not dangerous but an effective way to lose weight. Managing your nutrition and energy during a fast makes a huge difference in the effectiveness of the weight loss plan and how you feel while doing it.

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Follow these steps to lose weight safely while fasting

Step 1

Use intermittent fasting. There are varieties of ways to use intermittent fasting in weight loss. You fast for a specific period, for example, 20 hours and then have a window of two to four hours where you can eat. Another type of intermittent fasting involves eating normally one day and not eating at the next. You don't count calories.

Step 2

Make every calorie count. When fasting, it is important to pay attention to the calories you consume during the off times. Filling up on junk food or sugary soda will not only negate the benefits of fasting, but it also will not provide your body with the nutrients it needs to function. Eating lean proteins, healthy fats and complex carbohydrates will provide your body with energy to sustain you through periods of fasting.

Step 3

Cut back on exercise. Intense exercise is normally a great addition to a healthy lifestyle, but if you are severely restricting calories, limit your workouts to gentle walks or other light and enjoyable activities. Vigorous exercise while fasting may lead to an increased risk of injury and will definitely make it more difficult to stick with the fast.

Step 4

Listen to your body. Even the best-laid plans may not work. If you feel sick, develop a headache, have trouble concentrating or are unnaturally fatigued, fasting may not work for you. Listen to your body and find another diet program that is better suited for your lifestyle.

Step 5

Fast for set periods or time. Fasting is not an activity that should go on indefinitely. Decide at the outset how long you will remain on the fast. Taking it one day at a time can be counterproductive, because once the weight starts falling off, you will have an increased incentive to remain on the plan. This can lead to developing disordered eating patterns. Having a definitive end date for the fasting program makes it easier to remain in compliance while dieting.

Tips

• Drink plenty of water during the fast to stay hydrated. Many people find chewing gum or sucking on sugar-free candy helps them adhere to a fast.

Warnings

• Do not consider a fast without talking to your doctor if you have diabetes or other existing health concerns.

For further information log on website :
https://www.livestrong.com/article/22631-lose-weight-fasting-safely/

Mangrove Forest Management & Restoration

The Sabah Forestry Department has conserved most if not all Mangrove Forests under Class V for marine life conservation and as a natural means of protection against sea erosions. At the moment, exploitation activities on mangrove forests are at a minimal rate mainly from the collection of charcoal, fire wood and timber piling for local usage. Parallel to the efforts of preserving, protecting and maintaining the steady growth of our mangrove forests from natural threats, a project has been approved by the Federal Government known as the “Replanting Project of Mangroves & Other Suitable Species On The Coastal Of Sabah Under The 9th Malaysian Plan”. A total of SDC million has been allocated to the State of Sabah in order to initiate the replanting activities of mangrove trees in areas that concur with the objectives of the project. 

Replanting efforts are focused on natural mangrove forests and coastal areas mainly in the East Coast of Sabah such as Sandakan, Lahad Datu, Kunak, Semporna and Tawau. Whereas in the West Coast of Sabah, it is focused on beaches and forest reserves that have been identified as suitable for the purpose of the project such as Kota Kinabalu, Kota Belud, Tuaran, and Beaufort. A task force has been established at a national level that is known as the “Planting Operation of Mangroves and Suitable Species National Coasts Task Force”. The main objective of the task force is to undertake and monitor the replanting activities of mangrove trees and other suitable species on the coastal areas by sets of procedures to protect lives and properties from the threats of tidal waves (tsunami) as well as storms, especially in the coastal areas. 

For the past five years, a total area of 583.54 ha, over various selected districts, have been effected with the project in line with RMK-9, mainly areas with coastal beaches and forest reserves. In 2009, the State of Sabah was allocated a total of RM1 million from the Sabah Development Corridor (SDC) project. Areas that have been replanted with mangrove trees through the SDC project are the districts of Tawau, Semporna and Beaufort. The total area effected by the SDC plantation project is 152.32ha while the overall planted area is 735.86ha. 

Objectives 
1. To conserve coastal beaches 
2. To create buffer zones 
3. To restore the habitats in costal beaches 
4. To enhance the quality of the environment as well as the esthetical value

Scope of Project The scope of work that has been initiated are as follows:- – To identify suitable planting areas (i.e areas with low risks/ less problems and virtually no conflict on legal aspects). Suggested areas for mangrove plantations have been identified clearly and accurately. These areas are identified through the same conventional methods or/and usage of upto-date technological methods such as remote sensing. – Planting efforts, on course with fixed schedules and plannings. They also encompasses works such as reviewing and establishing boundaries, mangrove tree research, preparing plant sites and posting ”KEEP OUT OF FOREST RESERVE” warning plates and fence installations. – Inspections and assessments on the implementation of the project will be executed periodically and continuously.

For further details log on website :
http://www.forest.sabah.gov.my/pdf/ar2010/Chap24.pdf

INNOVATIVE ENGLISH LANGUAGE ACQUISITION THROUGH PROBLEM- BASED LEARNING IN MALAYSIAN POLYTECHNIC

Author
MUNIAMAL@ PUSPA A/P PERUMAL 
Polytechnic Tuanku Sultanah Bahiyah, Kulim, Kedah, Malaysia 
E-mail: puspashivaram@yahoo.com

Abstract

Problem-based learning is a student centered approach that has been implemented in a number of higher educational institutes around the world. Problem-based learning is the program of learning and teaching process which has so many advantages in usage. One of the primary motivating influences of PBL is derived from the fact that problems are based on real-world situations or events. Problem-based learning incorporates innovative teaching and learning methodologies that are relevant and allows students to learn how to analyze the problem given and share classroom knowledge into practice. The educator acts as a facilitator and resource person to whom students can come to for advice or guidance. This paper aims to share experiences in teaching English language class using Problem-based learning method. This paper also has shown that PBL is a promising approach in teaching language and approaches creativity, critical thinking and team working among students. However, the educators using this approach will face multiple challenges when implementing PBL and have to create and adapt effective strategies to successfully mitigate the challenges

I. INTRODUCTION 

Problem-based Learning (PBL) is a student centered, inquiry based approach which has been implemented in various disciplines, such as medicine, engineering and education. Its effectiveness in facilitating student problem-solving and self-directed learning skills has been widely reported in medical education. In PBL small group of students learn collaboratively to solve authentic problems. The problems used in PBL units tend to be intricate, challenging, and unrestricted, involving students in creativity and critical thinking. In PBL students encounter problem before learning as oppose to traditional learning where student will learn the content before attempting to apply the knowledge learned. 

PBL allows students to address challenges and tackles problems using strategies that are encountered in real life. Through self-directed study, creativity, critical thinking, and teamwork, English language learning is strengthened and authentic communication takes place. Within the area of second language learning and teaching,PBL learning aligns with approaches in which students learn the target language by using it, rather than being presented with and then practicing predetermined language structures. 

Students and educator’s role in Problem-based learning differ from the traditional student educator role. In PBL, knowledge building is stimulated by illstructured problem and helps students develop advanced creative thinking, critical thinking, and problem solving and communication skills. Students assume responsibility for learning and access their own material and adjust strategies for learning. Students do independent self-directed learning before the group discussion and therefore increase their knowledge and understanding of the subject matter. Educators are facilitators who group students, introduces problems, vocabulary and provide resources. Educators also need to observe students and provide instructional support as needed but do not control the learning. While observing, the educator takes notes and provides students with opportunities to present and share the results of their work, provides follow-up activities based on his/her observation and assesses students’ participation and provide constructive feedback for success of activity. 

Within the field of language learning and teaching, PBL encourages language students in learning how to learn while they also learn language and content in attempting to solve the task given. 

Mathews-Aydinli suggested a few steps that could be followed by language educators:

1. Pre-teach. The educator needs to take effort in making sure that students are aware of the objective and benefits of a problem-based approach for language learning and the significance of using English while carrying out the problem-solving activities. 
2. Introduce problem and vocabulary. The educator may use traditional method or technology to introduce the problem to students. Students also need to have vocabulary related to the problem and teacher can guide by providing pre-reading exercises about the problem. 
3. Group students and provide resources. Educator needs to group students with different language proficiency to ensure that communication takes place in English language. Educator needs to provide traditional and technology related resources to enable students to solve the problem. Educators also should make the student aware that there is no single answer to the problem and that any answer is acceptable providing they are able to justify it. 
4. Observe and support. The educator observes students and provides feedbackas needed, but they do not control the activities and acts as a facilitator by guiding the students. 
5. Follow up and assess progress. Students are given opportunity to present their work and the educator providesfeedback based on his/her observation and assesses students’ participation.

For further details log on website :
http://www.worldresearchlibrary.org/up_proc/pdf/10-142390945079-81.pdf