Healthy Diet

There are cuss words splashed throughout the book and the writer is very direct with her opinions. However, as the reader it was truly convincing and made me feel like I better get my butt up, throw out any meat and dairy in my kitchen, and get to the store and buy a case of tofu, ASAP. Because the diet Is vegan that means absolutely no meat, Including poultry, pork, and fish. Also no dairy, Including eggs, cheese, basically no animal by-products are allowed. There Is also a chapter on artificial sweeteners and processed food, which are not allowed In the diet either.

The book tryingly suggest to quit smoking and cut back on alcohol, which I absolutely support; smoking is disgusting and large amounts of alcohol are unhealthy. The book is very captivating and educational. It educates the reader about more than Just what not to eat. It also goes deep into depth about what happens at slaughter houses and the mistreatment of farm animals in a way to both convince the reader to not eat meat and to also explain that meat is not always a healthy choice, even chicken and eggs.

The book explains the high amount of chemicals and hormones that are pumped into our farm animals and the effects they have on the unman body. For example on page 45, it reads, “Half of all the antibiotics made In the united States each year are administered to farm animals, causing antibiotic resistance In the humans who eat them”. That Is a pretty scary fact, there are many other scary facts littered throughout the book. The book also explains the Importance of exercise and how important it is to have a exercise regimen. Skinny Pitch” is not so much a diet book as much as it is a suggested manual for lifestyle change. If one is planning to follow the “Skinny Pitch” diet they need to legalize it is not temporary, becoming a vegan is not only a serious commitment but also a way of life. Grocery shopping, cooking at home, and eating out will all be effected by choosing a vegan lifestyle and if one has a family their eating habits might have to change as well. The “Skinny Pitch” diet is low in a few vitamins and minerals. Also low in saturated fat, 59% and sodium, 42%, which is a good thing.

But also low In Vitamin D, 20% and Iron, 63%, which could cause a problem after a while, however I believe that the majority of Vitamin D Is acquired through natural sunlight. The diet provides over 100% DIR of protein, omega-6, dietary fiber, thiamin, riboflavin, niacin, Valetta 36, Foliate, vitamin C, vitamin A (REAL vitamin A (10), vitamin E, calcium, and magnesium. I feel the diet is different from the average individual’s normal diet, American’s let manly revolves around meat, wanly can make It extremely Doolittle to stay faithful to a non-meat, non-dairy diet.

As mentioned above, it is a lifestyle change and a very intense personal decision. I believe that if one chooses to follow the “Skinny Pitch” diet they will most definitely learn new healthful ways to eat and if hey are used to eating the average American diet, one can definitely expect to keep weight off. However, if beginning the “Skinny Pitch” diet while already being mindful of what one eats I don’t believe there would be a huge change in weight loss or gain.

It is not necessarily a “low-fat” diet, rather it is a heaths eating lifestyle and even though the authors believe a true healthy diet does not contain meat or dairy that is not necessarily true. However, a decrease in meat and dairy consumption is a good choice for anyone who is trying to eat a more heart healthy diet. I believe that the “Skinny Pitch” diet could be a bit more expensive than average American diet. Purchasing soy over regular milk is more expensive. Finding soy and vegan products that taste good are indeed more expensive.

On the other hand, if one is not purchasing large amounts of meat the costs may Just about equal out. I believe for the average American the “Skinny Pitch” diet would provide a calorie deficit, however for someone who is already mindful of their diet and includes a lot of fruits and vegetables in their diet, they may not see a large calorie deficit. Skinny Pitch” is not too low in calories. I believe the diet makes very reasonable claims regarding health and weight loss. It’s simple: eat a healthy diet full of fruits, vegetables, and whole grains and overall health will improve.

The diet is straightforward and honest, fat will not drop and health will not improve until one commits too lifestyle change, not a “quick fix”. Yes, it absolutely has required restrictions to certain foods. All meat, dairy, and any food the includes any animal by-products. Any processed food and any food that contains artificial sweeteners are not allowed. The credentials are indeed sound, the two women that wrote the book are both former models, and Kim Barbarian has received her Masters of Science in Holistic Nutrition. All the reviews that I read of “Skinny Pitch” said pretty much of the same thing.

The book is written in a very straightforward way that will not leave anyone wondering what are healthy food choices. The New York Times review states that the book has a large focus on animal rights, which it does indeed. The Times also agrees that the book has an attitude but is “crystal-clear” on what is Junk food vs.. A healthy choice. Health. Mom’s review mentions that the book might “pray’ on women with eating disorders and may “take more of a toll on your self-esteem than your waistline” but also agrees that the diet is low in calories and could result in weight loss.

Goggle Books says “Skinny Pitch” explains healthy eating habits and a “lifestyle that promotes whole grains, fruits, and vegetables, and encourages women to get excited about feeling “clean and pure and energize”. When compared to the material we have been studying in class this term, the book “Skinny Pitch” has a lot of similarities. The book describes healthy dating. It focuses on fruits, vegetables, and whole grains, which we have learned in class are all very healthy and the foods the average American needs to consume more regularly.

I also like that the book explains how processed foods and refined sugars are not good for the human body, all lessons we have learned in class. Its also interesting that the book focuses on the treatment of animals and explains all the chemicals Tanat are Tea to ten animals, we nave talked auto Tanat In class as well. In only major difference between what we have learned in class and the book is that en can still have a healthy diet that includes meat and dairy, Just that moderation of the two are important to ensure a healthy heart and low cholesterol.

I like this book and I believe that a vegan diet can be very healthy as long as one ensures that they are getting all the necessary vitamins and minerals. I have a very good friend who is vegan and she has managed to make some wonderful entrees and I always look forward to her dinner parties. She incorporates raw food as well which can be very tasty when prepared correctly. I would rate this diet as an 8. I live that it is healthy and I like how it’s a lifestyle change, not Just a fad diet.

Most fad diets do not work and weight is gained back within a year. I like how “Skinny Pitch” explains to the reader that there is no easy fix and that if one desires to be thin and healthy it takes determination and hard work, as with anything that is worth achieving. I would recommend this book to anyone that is interested in becoming a vegan. I would also recommend it to anyone who needs a wake up call in regards to their health and food choices and anyone who thinks that they can Jump on some crazy “diet wagon” and lose weight fast and easy.

Videos games are a big factor in children becoming obese. The first video game was invented in 1958 by William Highlighting. The game was called “Tennis for Two”, was created and played on a Brookhaven National Laboratory Oscilloscope. Then in 1962, Steve Russell invented “Space War’, which was the first game intended for computer SE. In 1967, Ralph Bare wrote the first video game played on a television set; the game was called “Chase”. Later in 1972 Ralph Bare designed the first commercial video game console that could be played in the home.

In 1989 the first Nintendo video game system came out that has dramatically change children’s pattern. Children are not exercising their legs and arms anymore but only are exercising their hands by using a controller playing a video game. Every year since 1958 video games are improving and it is making it more difficult to get children off the couch. In 2012 here are also many more video games for children to play with the latest systems out like Oxbow 360, Palpitation 3, Nintendo ADS, and the Nintendo WI. These video game systems have gone beyond Just playing a game but are actually more like a computer.

Now children are able to sit in their family room and play a game online with their friend anywhere around the world. This video game is capable of storing music and videos on the game console. The players on the games look like actual people which make these children very addicted to playing. The new video games are even more dangerous because children are able to have interaction with their reined without getting up from the couch to play with them. Riding bikes, playing soccer, and playing tag for entertainment. This was the normal thing for children to do on their free time.

Back in the day parents would put their children on punishment by not letting them go outside to play. Today parents punish their children by taking away what is most important to their children video games, television, and the computer. With the growing popularity of these entertainment devices, kids are becoming less active, and obesity is growing. It seems like the childhood obesity problem would be resolve if children started to play outside like hillier use to many generation ago. This is a very serious problem because these obese children are getting health problem a lot early in their life.

These children are at a greater risk of contracting high blood pressure, high cholesterol, type 2 diabetes, and non-alcoholic fatty liver diseases. The reason of the connection with obesity and high blood pressure is not known, but the association is caused by the increase blood volume. Diabetes is the second major health problem dealing with obesity. Sleep apneas is another condition that threaded obese children. While children are sleeping their breathing is interrupted which can cause death. Sleep apneas can lead to problems with learning and memory.

Freeman states that, ” nearly 60% of overweight children had at least one cardiovascular risk factor compared to 10 percent of those children with body mass index for their age and 25 percent of overweight children had two or more risk factors” (Freedman, ADS, 1999 par. 4). This is a critical problem that affects these children’s quality of life. Canadian study states “Obesity not only harms a child’s body, but it also causes significant psychological damage to children as young as ten years old” ( Kerrey, S. 009 par. L). These children are more likely to have low self-esteem.

Children that suffer from this have increase chances of feeling sadness, anxiety, loneliness, and depression. These children are normally withdrawn from children their age. In some cases these children are teased and even bully by their peers because they look different. As time goes on some children might turn to drugs and alcohol to help deal with the pain. In some cases they might even commit suicide because they are in severe pain. Without any doubt, obese children deal with many issues that children should not have to deal with. There are some things that obese children can do to protect themselves from these serious illnesses.

Eating properly is a great start. Also eating more raw fruits and vegetables will help too. Portioning out foods at every meal time and drinking the eight to twelve ounces of water are sure ways of a healthy diet. Children have to stop eating foods with high calories and high fat because it is unhealthy for their diet. Parents should also limit their children’s carbohydrates intake daily because this is not healthy for children either. Carbohydrates prevent fat breakdown and drive fat onto fat deposits, causing fat to accumulate, which is another reason way obesity occurs.

Parents have to get educated to know the proper foods that their children Eating properly can prevent obesity. Parents have to limit the time daily that their children play and watch these entertainment media devices. Eliminating the television from the bedroom will reduce overall screen time and may help to limit nighttime media use that may interfere with children’s sleep. Turning off the television while eating will help disconnect food from television viewing. It will also help children to be aware of the DOD that they are consuming. Parents should also limit the time daily that their child is allow to play video games daily.

A great start for parents would be to only allow their children to play video games for thirty minutes a day. Parents play such a vital role in their children’s activities, and it is they who need to get their kids more involved with physical activities and less time on the couch. The best way to do this is by setting a good example is getting physically active with children. The first way they can get their children physically active is by encouraging their children to go outside daily. Take bike rides, swim, or even take walks with children. This will also be helpful to children because they are spending quality time with their parents.

It is a norm with the parents of today spending what they considered quality time with their children watching the television. Physical activity should be fun and make children feel good, not a chore they must do to lose weight. Childhood obesity is not a problem that is easily solved. Parents have to start making major changes in their family’s lifestyle to solve this problem. If the childhood obesity rates continue to rise our youth are going to be in serious trouble. Parents have to start to take control of their households before their children have serious health problems.

The government also needs to step in and stop letting these food advertisers prey on the children and adolescents. It should be a law that for the children’s programs that come on the television advertisers are only allowed to show commercials for healthy food products that children would enjoy eating. This would definitely help stop children and adolescents consuming all of these high calories foods. In conclusion, the research and the static that were presented in this paper will incur with the argument that children are not exercising and playing outside anymore but are sitting down playing with these entertainment devices.

Parents most limited the time daily that their children are spending watching the television, playing video games, and on the computer. Parents also need to start encouraging their children to play outside as children did generations ago. If parents started to do these things for their children’s health, then the number of obese children in America would start decreasing. Obesity is a hard cycle to break, but if parents stop eating entertainment devices run their children’s life and have them increased physical activity, then the outcome can be reverse and children can start to live happy, healthy lives.

Seafood Library is a great place to collect data for academic papers because all of University staff has approved all of the Journals, magazine, and newspaper articles in their databases. It is also helpful to use their library because everything that is needed for citing the article is on the page too. The Center for Diseases Control is also another reliable source to collect information. This is the government website so here is a lot of statistics and data that will be helpful in an academic paper. This source also has up to date information that is useful when writing papers.

The statistics and articles that was researched for this academic paper agree with the argument that children are not staying physically active, but are entertaining themselves with media devices and that’s what is making them obese. Many articles that that were found state that parents need to limit the time of their children daily on the computer, video games, and the television; by parents doing this easy task that will help reduce the risk of obesity in their children. The articles are also stating that children need at least sixty minutes daily doing an exercise activity.

Rahming 1 Giovanni Rahming Ms. Joan Norman English 119 29th March, 2010 Causes of Childhood Obesity At some point in life, every parent has told their child to eat their vegetables. Most children ignore this request, however they should oblige. Obesity among children is becoming more and more common in today’s society and many people are wondering why. In 2006, then Minister of Health Dr. Marcus Bethel stated in the House of Assembly that 65% of adult Bahamians are overweight and 23% of children and teenagers between the ages of 11 and 20 are overweight.

He stated that this was a 10% increase over the previous year in terms of children and teenagers. The percentage of adults who were overweight only went up by 5%. These figures were calculated in the year 2006. It is now 2010 and those figures have probably doubled. This major increase in childhood obesity was brought about by a multitude of causes. Some of these are lack of exercise, poor diet and genetic predispositions. Before one can examine the causes of obesity, one must understand what obesity is.

The Centre For Disease Control describes obesity as a medical condition which involves the accumulation of excess body fat to the point where it is a risk to the general health of the person. Being obese should not be confused with being overweight. If a person is overweight it Rahming 2 simply means that the person has gained more weight than is necessary. It is not a direct threat to the general health of the person but it should still be taken seriously. Before a person can become obese he/she must first be overweight.

It is the first step on the way to becoming obese and a step that many children in the Bahamas have already passed. Lack of exercise is one of the main reasons for obesity in children and teenagers. It is recommended that one should engage in at least thirty minutes of vigorous exercise per day. Unfortunately, this is not the case concerning most children in The Bahamas. In a recent broadcast news program, Minister of Health Dr. Hubert Minnis stated that children and teenagers are beginning to surpass adults in terms of the obesity level in the country.

Parents are directly responsible for this because they don’t encourage their children to exercise. If you drive around New Providence during the evening hours and look on the sidewalks, you will see people jogging or walking. Most of these people are elderly or middle aged adults who are only walking because they received some threatening news from their doctor. Children are hardly seen jogging, walking or outside on the whole. Technology has come so far that people don’t have to go outside hardly at all these days. Regardless of this fact, parents need to step up and get their children to exercise.

In an article in the Nassau Guardian, a few tips were given on how to encourage children to be more active and it was suggested that the parent’s participation would be the best way. It stated, “Turn off the television, shut down the computer and drag the kids outside if you have too. ” Challenging them to a game usually works well. When parents go walking or jogging in the evening they should encourage their children to come with them. This way the whole family can get exercise and stay healthy. It has been proven that habits developed at a young age will carry Rahming 3 n into adulthood. If children get used to exercising everyday they will continue this habit into their adult years. Thus this problem of childhood obesity can be partially solved if parents would just exercise with their children. Working out is not the only way to combat this problem of childhood obesity, a healthy diet is essential as well. It is perhaps more important than exercise and is something that most children do not have. A healthy diet consists of the correct amount of carbohydrates, protein and fats. These nutrients are needed to maintain a healthy lifestyle.

Most children get these nutrients; the problem is they take in too much of one type and not enough of another. For example they consume very large amounts of protein but not enough carbohydrates. This extra protein is then changed into fat and stored resulting in excess weight. Another nutrient that children consume too much of is fats. Believe it or not fats are needed but only in small amounts. The large amounts of candy and sugars that kids eat cause them to gain weight at an alarming rate. Adding to this, fast food makes up the majority of the diet of most of the children in The Bahamas.

They get no nutritional value and simply gain weight. If children consume more vitamins from vegetables in their diet, they will be a lot healthier and less obese. The complaint with most children is that vegetables taste horrible, which some do. The way to get around this is to make the children eat their vegetables without them knowing they are eating healthy. They can be hidden in soups, casseroles or even sandwiches as long as the dish looks as if it has no vegetables in it. A lot of parents wonder why their obese children act depressed or withdraw themselves from other children their age.

The answer is their obesity is affecting their emotions and behavior. Research has proven that children whom are obese tend to be more depressed and antisocial than Rahming 4 children who are at a normal weight level. This just adds to the stress and challenges obese children have to face on a daily basis and it is also one of the reasons why losing weight is so difficult for them. If they feel depressed all the time then they won’t have any energy to exercise. These emotional problems seem to prove the statement of Nutritional Consultant Charlotte Skiles to be true.

She said: “The food that we eat affects the structure of the body and thus it affects the function of the body. These functions don’t have be just physical but psychological as well. Psychological effects of obesity can include depression, withdrawal, lack of energy, loss of enthusiasm, anger and anti-social behavior. ” People tend to blame obesity on a lot of things; the reason they often fail to mention is genetics. Many people don’t know or understand that some children are just designed to be obese because it was passed along in their jeans.

The Center for Disease Control reports that scientists have linked one hundred and twenty seven jeans in the human DNA system to obesity. These jeans cause some children to gain weight without excessive eating or lack of exercise. Also some children are born obese and continue to gain weight as they become adults. Children who are obese because of genetic causes find it most difficult to lose weight. The best way they can do this is try to slow down the amount of weight they gain by eating a well balanced diet and exercising.

In the Bahamas, childhood obesity is not the most talked about disease but it is evident that it is on the rise. Children are becoming less active, fewer kids are seen playing outside and slowly the youth of the country are becoming bigger and bigger. Because of the lack of parental Rahming 5 encouragement, children eat what they please and do not get the essential vitamins and minerals they need. Instead all they get is sugar and thus fat. Then they don’t exercise which is the major reason why obesity is on the rise in the country.

Even those with genetic predispositions can eat healthy and exercise to try and control their weight. However the majority of Bahamian children whom are obese do not have genetic predispositions. All they need to do is eat right and exercise to put a real dent in the obesity level in the country. The youth of a country is its future and an obese nation does not bode well for any country.

Works Cited “Childhood Obesity Caused By Lack of Exercise. ” Medical News Today 2004. 16 Mar. 2010 “Getting Your Kids To Exercise” Nassau Guardian 5 May. 2005 16 Mar. 010 Interview with Dr. Hubert Minnis. Bahamas Tonight. ZNS Network. 28. Feb. 2010 Kopland, Jeffery. , Koraak, Vivicka. , Liverman, Catharyn. , eds. Preventing Childhood Obesity, Health In The Balance. Washington D. C. , 2005 Obesity and Genomics 2005. Center For Disease Control 23 Mar. 2010 Skiles, Charlotte. Effects Of Poor Diet In Children 2009. 16 Mar. 2010 Thompson, Lindsay. Minister of Health Encourages Fight Against Obesity. 2008 26. Mar. 2010 Thompson, Zandra. Obesity As A Risk Factor For Disease. 2006 26. Mar. 2010

The diet plan presented puts a heavy emphasis on protein. High protein diets are typically successful for people who desire to lose weight. However, twenty-five years of nutritional research suggests that high protein diets include higher intakes of cholesterol and saturated fat. Further, nutritional research suggests that overall consumption of fat and sugar be drastically reduced. In order to achieve such a diet, it is necessary to increase overall consumption of whole grains, fruits and vegetables and the same time.

Therefore, it is currently recommended that human diets comprise mainly of whole grains, fruits, vegetables and lean meat and dairy. Despite this recommendation, the most popular diet in America remains the low carbohydrate, high protein Atkins diet. The reason this diet is so popular is because it can truly enable human beings to lose weight. The danger in eating according to this, or any other high protein diet, is a lack in adequate nutrition gained from eating a variety of foods within all food groups.

A scientific analysis of this particular diet is offered in order to show that it may enable a person to lose weight but it is not a healthy diet. The main premise behind high protein diets is that they allow a dieter to feel full for a longer period of time. Therefore, it can be assumed that if the dieter felt full they would eat less overall. Restricting overall calorie intake is an important part of any diet plan, but adhering to a high protein diet only ensures that dieters are eating far too much cholesterol and saturated fat and not enough healthy carbohydrates.

The diet being analyzed here puts too much emphasis on protein and not enough emphasis on whole grains, fruits, vegetables and lean dairy. For example, almost every lunch and dinner meal includes eggs or meat. While eggs and meat are certainly healthy, they should not make up the majority of any diet. Further, the diet being analyzed includes some fruits and vegetables but not enough servings to reach recommended guidelines. There are many days where fruit is not included at all within the diet. Similarly, a variety of fruits and vegetables are not included.

The emphasis on vegetables is carrots and lettuce with a few servings of spinach and one serving of broccoli. There is not an inclusion of any whole grains with the exception of toast for breakfast on one day. However, it is not clear what type of bread is used for the toast. Finally, there are only two examples of low fat dairy included in the diet plan, which are cottage cheese and yogurt. It has been well documented that human beings must rely on a well balanced diet that includes lean protein as well as enough servings of other foods so that adequate vitamin and mineral intake can be maintained.

Plant based foods are particularly important because they contain the majority of vitamins, minerals and trace elements necessary to maintain good health. Plant based foods also contain a wide range of antioxidants which boost the overall immune system and protect humans from certain illnesses and disease. Therefore, research emphasizes that a healthy diet “prevents nutrient deficiencies, reduces risks of diet related chronic diseases and is composed of foods that are safe and palatable. ” The diet plan analyzed here is lacking in several areas.

The first is the high concentration of protein. Consuming such high amounts of protein does meet the goal of making a person feel fuller for a longer period of time. At the same time, it also restricts the amount of other foods that are eaten. In order to prevent nutrient deficiencies and reduce the chance of chronic illness this diet would need to include a much higher concentration of plant based foods such as fruits, vegetables and those made with whole grains. Further, the food one eats must be palatable in order to ensure success.

This diet relies on the same foods over and over again which will only result in boredom and the inability to stick with the diet. Overall, the diet should include a wider variety of foods from all food groups in order to ensure adequate nutrition as well as the desire to continue with the diet for the long term. The United Kingdom relies on the Dietary Reference Values for Food Energy and Nutrients when showing the importance of eating a wide variety of foods in order to get enough of all the recommended vitamins, nutrients and trace minerals necessary for health.

These guidelines are published in order to ensure that the majority of the population understands what they need to consume in order maintain good health. This diet does not meet these guidelines in many areas and cannot be considered a healthy and safe diet. For example, these guidelines recommend that adults consume at least 200 micrograms of folate every day for optimum health. However, folate is primarily found in plant based foods. This diet does not include enough plant foods to ensure adequate intake of folate.

Similarly, these guidelines recommend that adults consume at least 600 micrograms of Vitamin A each day. Again, this diet includes carrots, which is a good source of Vitamin A, but only on a few days. Therefore, those following this diet plan would also be lacking in Vitamin A. Ultimately, this diet plan can guarantee weight loss but it cannot guarantee optimum health. It would be recommended that dieters consume less protein and more whole grains, fruits, vegetables and lean dairy.

Exercise and Healthy Diet for Obesity Obesity is a medical condition that requires long term treatment and intervention in which a regular exercise and healthy diet are probably the most believable two important treatments that could help altering the clinical course of obesity. First of all, exercising on a regular basis is believed to be one of the two most essential factors helping you to get a better health condition. This is because exercising is a process of using the amount of energy from the fat stored in your body.

There are many types of exercise in which different modes of exercise produce different physiological responses. However, in my opinion, I think that the most effective type of exercise would be aerobic exercise such as jogging, running, cycling, and swimming. most requires you to extensively work out on your large muscles group which particularly includes your leg and core muscles. Moreover, this mode of exercise should take between 30 to 60 minutes and 3 to 5 days per week.

As you are exercising, your maximum heart rate intensity should be between 55 to 65 percent of your maximum heart rate, recommended for weight loss. Nonetheless, all beginners should initially start their exercise with a low intensity as the beginners are easily at high risk of joints injury, if you do not begin at the low intensity. In addition to aerobic exercise, there is also another effective mode of exercise which is known as anaerobic exercise whereby weight training is the most common activity for anaerobic exercise.

Weight training activity allows your particular muscles to work more and therefore gains more muscle mass. As your muscle mass increases, the rate of metabolism in your body increases as well. Therefore, it is better for you to work on both types of exercise including aerobic and anaerobic exercises as these two modes of exercise would give you a better result in losing your weight. Next, another powerful factor for weight loss besides a regular exercise is ‘a healthy diet’ in which this would effectively help you to lose weight as well.

Healthy diet means low calories, low fat, high protein, and carbohydrate restriction in your daily food consumptions. Moreover, this simply means that to eat healthy is to pick fruits or vegetables for the week, plan a meatless day, prefer beans for protein, reduce fat from meats, eat more home cooking and snack with fruits. The power of healthy diet can help you to decrease your body fat more constantly and that would help you to better achieve weight loss.

Hence, it is very important that you should refrain from eating sweets and fried food if it is not necessary and instead focusing more on the food with high protein and fibre. However, ‘fasting’ is strictly prohibited for healthy diet as each particular meal should include an adequate five food categories; which are carbohydrate, protein, fat, vitamin, and fibre. Fasting or dieting could cause you to be starved and that would lead you to malnutrition, which is harmful to your health as your rate of metabolic and muscle mass would reduce rapidly.

Metabolic rate of the body is reduced due to fasting or dieting is when your digestive system of your body does not work as well as it does and if when you return to your normal eating, there is a high of possibility for you to get Yo-Yo Effect that might cause you to even gain more weight in a short time. Last but not least, either regular exercise or healthy diet could essentially help you to alter the clinical course of obesity.

As regular exercise would decrease your heart rate, blood pressure, cholesterol, body fat and also improve your muscle functions, which these can help the obesity to alter their clinical course. Hence, healthy diet also helps you to decrease your unwanted body fat and increase your rate of metabolism as well. Therefore, it is recommended for the obesity that you should both work on your regular exercise and eat healthy food as if you do them together, the more faster the more healthy of your body will become.

OUTLINE FOR SPEAKING TO INFORM (SPEECHES ABOUT CONCEPTS) NAME| 😐 ZULAIKHA BINTI AHMAD ABDULLAH| SUBJECT – SUBJECT CODE| 😐 PUBLIC SPEAKING – UBE 2023| SEMESTER| 😐 4. 0| SESSION| 😐 2012/2013(2)| KULLIYYAH| 😐 KULLIYYAH SYARIAH & UNDANG-UNDANG| TITLE| 😐 HEALTHY AND ACTIVE LIFESTYLE| PROGRAMME STRUCTURE / GROUP| 😐 ISMSY_SYA 7| OUTLINE FOR SPEAKING TO INFORM * Topic: Healthy and active lifestyle. * General purpose: To inform (speech about concepts). * Specific purpose: To inform my audient about healthy and active lifestyle. Central idea: There are three ways to be healthy and active lifestyle are take balance meal, sleep enough every day and importance of exercise to make human healthy and more active. Introduction I. The goal of my speech is to inform you about healthy and active lifestyle . Most of us hardly think healthy and active lifestyle is very importance but do we in healthy and active lifestyle. The definition of healthy and active lifestyle from oxford dictionaries healthy is in a good physical or mental condition, active meaning engaging or ready to engage in physically energetic pursuits and lifestyle is the way in which a person lives. II.

A healthy lifestyle leaves you fit, energetic and reduced risk for disease, based on the choices you make about your daily habits. III. Developing a healthy lifestyle for children as early as possible is important, but it is never too late to make positive lifestyle changes. Good nutrition and plenty of physical activity can help prevent obesity and diabetes in children, as well provide a good foundation for muscle and bone development. Healthy children are more alert and have more energy. Healthy lifestyles for children start with the family, parents are role models and activities that families do together have a big impact on children.

IV. Today I will introduce you to three ways to be healthy and active lifestyle are take balance meal, sleep enough every day and importance of exercise to make human healthy and more active. (Transition: Let’s start by looking at healthy and active lifestyle) Body I. Firstly, one big step to be healthy is taking a take balance meal. A. A healthy diet includes a variety of foods from the various food groups. A healthy diet includes at least 4. 5 cups of fruits and vegetables, 3 cups of dairy and 3 oz. of whole grains daily.

Fish, poultry and vegetarian proteins should be eaten more often than red meat. Use unsaturated fats, such as olive or safflower oil, more than saturated fats for cooking, dressing and baking. A healthy diet also limits processed and fast foods high in added sugars, sodium and Tran’s fats. * ?….. ? ???? ??????? ? ?? ?????? ??? , ?? ??? ???????? ? )Al-Araf: 31) Translation from Al-Quran:  eat and drink but waste not by extravagance, certainly He (Allah) likes not Al-Musrifun (those who waste by extravagance). * We can refer the eating pyramided : B. A healthy diet can reduce risk for disease. Following a healthy, balanced diet can help you to maintain a healthy weight, lower your cholesterol and reduce your risk for disease. Choose high fiber, lower fat foods and 5-10 servings of fruit and vegetables every day. Balance your daily meals with foods from the four food groups described in Canada’s Food Guide to Healthy Eating. * According to the latest study to investigate whether diet can reduce heart attack and stroke among those who are trying to avoid second or third events and are already taking medications to control blood pressure and cholesterol.

In the largest-ever of its kind, published in the journal Circulation, a group of international researchers say healthy eating can have an added beneficial effect on the heart on top of the influence of heart-protecting medications. “We encourage everyone to eat healthy. But especially high-risk patients, we want them to know: Take your medication, but modify your diet as well,” says lead study author Mahshid Dehghan, a researcher at the Population Health Research Institute in Hamilton, ON, in Canada, one of the centers involved in the study. Some people think that if medication lowers their blood pressure, healthy eating doesn’t matter. We want them to know that this is wrong,” she says C. Drink enough water is importance. Water is your body’s principal chemical component and makes up about 60 percent of your body weight. Every system in your body depends on water. For example, water flushes toxins out of vital organs, carries nutrients to your cells and provides a moist environment for ear, nose and throat tissues. * Everyone has heard the advice, “Drink eight 8-ounce glasses of water a day. ” That is about 1. liters, which isn’t that different from the Institute of Medicine recommendations. Although the “8 by 8” rule isn’t supported by hard evidence, it remains popular because it’s easy to remember. Just keep in mind that the rule should be reframed as: “Drink at least eight 8-ounce glasses of fluid a day,” because all fluids count toward the daily total. * Every day you lose water through your breath, perspiration, urine and bowel movements. For your body to function properly, you must replenish its water supply by consuming beverages and foods that contain water. So how much fluid does the average, healthy adult living in a temperate climate need? The Institute of Medicine determined that an adequate intake (AI) for men is roughly 3 liters (about 13 cups) of total beverages a day. The AI for women is 2. 2 liters (about 9 cups) of total beverages a day. (Transition: Let’s start by looking how much hours we need to sleep every night) II. Secondly, sleep enough every day. A. The American Academy of Sleep Medicine recommends that most adults get about seven to eight hours of sleep each night. B.

A good night’s sleep can actually leave you feeling positive and upbeat. * In fact people who suffer from regular sleep disturbances are three times more likely to experience low mood compared to people who sleep well, according to the Great British Sleep Survey, conducted by Sleepier, an organization dedicated to helping people sleep better. C. Sleep can make human more energy and fresh our body and mind. * Example: We face a lot of pressure and sleep can realize our tension and depression. (Transition: Lastly, let’s start by looking the importance of exercise to our healthy)

III. Thirdly, importance of exercise to our healthy and more active. A. Exercise can reduce excess fats and toxics. * Examples: Jogging, playing badminton, running, walking is example of exercise. B. Regular daily exercise accelerates the body’s natural detoxification mechanisms. * Physical activity increases blood circulation throughout the body allowing important nutrients to effectively reach our cells, tissue, organs, and muscles. Lymph fluid (part of the immune system) will also circulate more efficiently increasing the body’s ability to kill pathogens and remove toxins.

C. Exercise flushes metabolic waste and other harmful substances from our cells, and vital organs are cleansed. * Toxins can then be eliminated through the various bodily pathways. * Exercise can fit our body and can get ideal weight. Conclusion I. As we have seen, our responsible to take care our healthy. II. Most importance and valuable are healthy and active lifestyle. III. If we rich in property but we are not health , there are no use anymore. We can be healthy and active lifestyle ,say yes we can.

————————————————- Life Skills Development/Module One/Unit 1: Values Education < Life Skills Development | Module One Contents [hide] * 1 Unit 1: VALUES EDUCATION * 2 Introduction and Rationale * 3 Getting to know our values * 3. 1 Classification of Values * 4 Importance of values * 5 Exploring Personal Values * 6 Value Clarification * 7 Prioritizing Your Values * 7. 1 Values for a Sustainable Future * 7. 2 Assessment * 7.  Decision making| ————————————————- Unit 1: VALUES EDUCATION ————————————————- Introduction and Rationale Education is a process of initiating the learner to a good life. In order to live this ‘good’ life, the learner has to acquire, through this education knowledge, skills, attitudes, values and other behaviour patterns. This unit will therfeore address values and the importance of values in one’s life. It will incorporate values clarification strategies in one’s decision making processes.

This will help the learners to become responsible citizens who will use their values to guide their attitudes and behaviour. Objectives After completing this section, you should be able to: 1. define values 2. demonstrate an acknowledgement and acceptance of the realities of diversity(ethicity,culture, sexual-orientation, spirituality/religion) 3. identify and prioritize one’s own values 4. develop an understanding of how values influence decision making and behaviour 5. recognize the need to live together in atmosphere of peace and contributing to sustainable development|

Definitions * Values * Core values * Values inculcation: aims for pupils to adopt a pre-determined set of values * Values analysis: pupils investigate and assess evidence which may support value judgements * Values clarification: helps pupils become aware of their own values in relation to those of others * Action learning: focuses on students having a reasoned base for whatever actions they might take in relation to specific social and environmental issues(after Butt 2002; Lambert ; Balderstone 2000)| ————————————————- Getting to know our values

What are values? Values have many meanings: * Values are your personal measure of worth shaped by your beliefs, ideas and principles that are important to you. They shape your priorities and guide you in deciding what is right and wrong * Values reflect our attitudes and what we believe about everything. * People’s values differ and people and we should all learn to tolerate each others’ values. Examples: * A person who values family will care about his/her partner, children and home life. * love for my family is a value I am willing to work hard for and maybe even sacrifice to achieve it. That value reflects the fact that I believe love for family is more important than anything else in my life. This should be reflected in my decisions and actions. If not it is not what the person values. * A person who values being healthy will exercise, eat the right foods,live positively and avoid alcohol and tobacco. Classification of Values Values can be grouped into the following groups: 1. Instrumental values 2. Moral values 3. Intrinsic values 4. Aesthetic values Instrumental values are those dealing with the means of achieving economic gain, like money and status.

Moral values are those dealing with the notions of right and wrong. Intrinsic values are those which are desired for their own sake, like happiness, truth and peace Aesthetic values are those that refer to our standards of judgement of what is beautiful and ugly. ————————————————- Importance of values * Clarifying values is an integral part of personal growth. * Knowing what’s most important to us provides a blueprint and direction in our lives. * Values Clarification is a key area in our self-knowledge because we develop a greater awareness of our core values. Knowing our core values or what is most important to us is extremely relevant to creating goals, setting priorities, and managing our time. * You will have solid ideas about where you will commit blocks of our energy and time. Less important areas can be set aside or dropped from our schedules. * When we have to make choices between activities, we’ll have our core values to guide us. * When we clarify our values, we also have the opportunity to strengthen our value system and integrity and to integrate ourselves into wholeness withinternational expectations. ———————————————— Exploring Personal Values Our life is guided by the values we act upon. Many of us have never taken the time to truly explore and identify our values. Behind our choices and actions are the values that take us into living fully, while other values diminish the quality of our life. You have an opportunity to base your life on the values that are consistent with how you want to live your life. Having fun or taking risks may run counter to being healthy. In order to be healthier, it is important to live out of the values that are consistent with your purpose. ———————————————— Value Clarification Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one’s actions and behaviors is the goal of the values clarification process. Values clarification will not tell you what your values should be, it simply provides the means to discover what your values are. Activity Number 1Let’s begin with a small sampling of values. You can add more values and make notations if you like. 1. Circle any value or representation of values you feel strongly about using the table below.

Select one that you have circled and write a paragraph on why this particular value is so important to you. What does this mean in your life? Is this a value you hold important and act on? Why or why not? | ;/DIV; ;/DIV; Honesty| Trustworthiness| Friendship| Relaxation| Recognition| Independence| Wealth| Health| Knowledge| Family| Fun| Risk| Marriage| Control| Tolerance| Peace| Safety| Fame| Nature| Caution| Responsibility| Generosity| Timeliness| Cooperation| Respect| Beauty| Recycling| Preservation| Unity| Caring| Creativity| Closeness|

Adventure| Uniqueness| Conformity| Money| Loyalty| Work Ethic| Talent| Religion| Love| Companionship| Solitude| Humility| Growth| Justice| Freedom| Fixing things| Music| Harmony| Objectivity| Flexibility| Politics| Life| Challenge| Change| Animals| children| Students| Happiness| Reading| Writing| Freedom| Computing| ? From the table above, identify the twelve (12) Universal Core Values. Feedback: Peace, love, unity, simplicity, cooperation, tolerance, happiness, responsibility, freedom, honesty, humility, respect ————————————————-

Prioritizing Your Values Now that you have identified your core values, you understand what is important to you. You can use then refer to your values list whenever you have to make a difficult or important decision. Read some of the questions from the list below. * Should I smoke Marijuana or drink alcohol because my friends are drinking and smoking? * Is it OK to have sex with a few close partners? * What if I decided to have a sexual relationship – should I protect myself from HIV AIDS and other STDs? * Is it “cool” to say “no” to sex? Is sex OK if you are getting something for it: money, cell phone, or clothes? * Is happiness and health important? These are difficult questions with no straightforward answers. When faced with such decisions, you need to refer to your list of values, prioritize them and then make a decision. The prioritization of values allows you to make decisions which would lead to fulfillment of goals without sacrificing your core values. Remember that although this decision may be the correct one for you at this point in life, you might decide differently when faced with the same situation later in life. } Activity Number 2Examine the list you of values you selected in Activity 1 and arrange them in order of importance. | Values for a Sustainable Future In a world of limited resources, conflicting values, and competing individuals and groups, we all need to learn to live together in an atmosphere of peace, respecting ourselves and others and contributing to sustainable development. Values also very much depend on the religion. The values and athics of the religion can help human beings learn to co-operate with each other and the rest of nature for the mutual well-being of all.

A sustainable future depends upon people living according to values and principles of sustainability, including: * Social Equity and Peace: * Appropriate Development * Conservation * Democracy * Practice of religion with in the community In the previous activities you have had the chance to explore your personal values. You will now be required to examine other people’s values as well as your own. You will be using logical thinking skills to analyse different viewpoints about an issue. There are four steps in values analysis: * Analysing the issue Assessing consequences for the different stakeholders (provide a list of stakeholder groups) * Analysing perspectives of all stakeholders * Making a decision Activity Choose a major development having some controversial aspect relating to your country/regionSuggested examples of development: * A textile industry on the coast of an island state * A major tourism development on previous farmland * Construction of a road in a forest area Individually answer the following questions. What are the potential benefits of the proposed development?

Identify some of the groups of people interested in, or affected by, the development? In a class setting you may want to do the following: * Divide the class into groups of major stakeholders * Analyse opinions of the different stakeholders * Summarise the viewpoints of each stakeholder * Finally you have to present the idea to the cabinet of Ministers for approval. As person who has a have a firm committed to the values of sustainability: peace and equity, appropriate development, democracy and conservation. Write the text of your decision stating the advantages and disadvantages of the options you are considering and the key reasons for your decision. | Summary When I have values: * I know what is important to me * I am able to set my priorities right * I am honest * I am systematic when doing things * I decide before I act * I am responsible * I have respect for other people * I am accountable for my actions * I have respect for life * I have commitment in whatever I do * I show kindness * I have self control * Values only have value when they are acted upon.

You have had the chance to explore your personal values and to examine other people’s values in relation to sustainable living by analysing a controversial development through a case study. | ————————————————- Assessment ————————————————- Decision making 5 STEP MODEL OF THE DECISION MAKING PROCESS 1st step: Defining the problem Precise definition of a problem is a major step toward its solution. There are also some potential dangers in identifying and defining a problem, such as (e. ) the event which attracts attention may not be the problem, but the symptom of the problem. Such as: A friend not speaking to you is a symptom of a problem, his/her not speaking to you is not the real problem but only the symptom of the problem. The reason for their not speaking is the problem. 2nd Step: Identify the alternative course of action. Once the problem has been already defined the next step is to identify the alternation choices of action on strategies leading to a solution. During the stage of defining the problem various courses of action usually become obvious.

The ideal approach at this stage I for the decision-maker to seek to identify as many potential solutions as possible solutions, and finally the feasible solutions are left. 3rd Step: Evaluating feasible solutions This stage of the process entails calculating the consequences of the feasible solutions in terms of advantages and disadvantages. 4th Step: Choosing a solution: At this stage the decision-maker will choose the strategy which comes closest to the attainment of goals and will be based on criteria such as maximum advantages and minimum disadvantages.

It is at this time that the decision-maker may become acutely aware of the loneliness of decision making. Decisions are made by the person concerned. 5th Step: Checking the results Once the decision has been made and implemented the final stage in the process is obtaining feedback on the results. The objective is to discover:- (i) If the selected solution has achieved the specified objectives and closed the gap between the actual ————————————————- and the desired performance. iii) If the selected solution failed, completely or partly to achieve the objectives, what were the reasons? This analysis will provide useful information to correct the situation. (iv) How well or badly the decision-maker has performed. 3. APPLYING DECISION MAKING SKILLS A key aspect of maturity is the ability to do things for oneself to make plans and ‘go for them’, showing self-determination and persistence, rather than needing to be pushed to do things by teachers and parents. . Activity 1 Look at the range of decision we make.

Individually, or in small groups, pupils write a list of the decisions they make in a day (for example, yesterday). Then draw a line under this list and add any big decisions they made in the last three or four years or decision they think may have to make in the next few years. Discuss the difference and the relationship between everyday decisions and important ones. Are they reached in similar or different way? Focus on the process of making decisions outlined above. Pupils could test out these steps making an imaginary decision, for example, how to spend a gift of 100 dollars. ———————————————— Life Skills Development/Module One/Unit 3: Wellness and Health Care < Life Skills Development | Module One ————————————————- Unit 3: Wellness and Health Care ————————————————- Introduction/Rationale {{Objectives|After completing this section, you should be able to: ————————————————- Content Outline This unit is divided into three sections (or sub-units): * * Nutrition * Fitness * Stress ————————————————-

Life Skills Development/Module One/Wellness and Health Care/Nutrition ; Life Skills Development | Module One ————————————————- Introduction/Rationale This sub-unit addresses ways to develop indivividual capacity to make healthy eating choices that promote wellness and reduce the risk factors associated with the development of lifestyle diseases. One of the biggest health problems in many countries is poor nutrition. This unit will therefore help to develop a better understanding of good nutrition and how beneficial it is in order to have a healthy, happy, productive population. Objectives

After completing this section, you should be able to: * Develop a diet taking into consideration the basic tenets of good nutrition and nutritional considerations for different groups such as gender, age, state of health, pregnancy, vegetarian * Distinguish between based on the way in which food is prepared; * Identify the benefits of healthy eating as it relates to wellness versus ill-health and lifestyle diseases; * Analyse the influence of socio-cultural and economic factors, religion, personal beliefs, and choices related to eating; * Identify appropriate sources of information for products, services and costs related to eating well; * Identify the role of Vitamins, Supplements and Trace Elements in treating with nutritional deficiencies in the diet. | Definitions

Nutrition is a science that studies the relationship between diet and health. | Unit Content This Unit consists of the following broad areas: Nutrition, Food Groups and Balanced Diet Life Style Diseases Fast Food Syndrome Food Additives Toxins/GMO Hazard Analysis Critical Control Point | Summary Eating the right foods and responding to what our body needs is called having a balanced diet. This healthy diet containing essential nutrients from the different food groups, providing enough energy, growth and repair elements, vitamins and minerals for the body to function at peak efficiency. The tips for food preparation have to be respected in order to ensure that food remains fresh and healthy for consumption. Develop a diet taking into consideration the basic tenets of good nutrition and nutritional considerations for different groups such as gender, age, state of health, pregnancy, vegetarian * Distinguish between healthy and unhealthy food based on the way in which food is prepared; * Identify the benefits of healthy eating as it relates to wellness versus ill-health and lifestyle diseases; * Analyse the influence of socio-cultural and economic factors, religion, personal beliefs, and choices related to eating; * Identify appropriate sources of information for products, services and costs related to eating well; * Identify the role of Vitamins, Supplements and Trace Elements in treating with nutritional deficiencies in the diet. * Develop an understanding of Life Style Diseases and their causes. * Identify selected diseases, their causes and how they could be prevented. | Assessment Checklist of Performance Task (see the table below)| 1.

Plan out a one-day meal plan showing the nutritionally balanced meals that you intend to have (breakfast, lunch and dinner) | RUBRIC of performance criteria| V. Well Done| Well Done| OK| Not Ok- Will redo by …. | 1. | I have included a balanced breakfast in my plan. | | | | | 2. | I have included a balanced lunch in my plan. | | | | | 3. | I have included a balanced dinner in my plan. | | | | | | Oil| Green Leafy vegetable| Legumes| Protein| Sugar| Carbohydrates| Yellow vegetables| I included the following for breakfast/lunch/ dinner. | | | | | | | | ————————————————- Nutrition, Food Groups and Balanced Diet

Contents [hide] * 1 Nutrition * 2 Nutrients * 3 Food groups * 4 Fruits and vegetables * 5 Grains, bread, cereal, pasta * 6 Fish, meat, poultry,egss nuts and beans * 7 Milk and other dairy products * 8 Fats and oils * 9 WATER!! * 10 Fibre| Nutrition This is an exciting topic. It covers everything to do with what we eat, when we eat, how much we eat, how meals are prepared and making choices that will help us look good and feel good. Eating the right foods and responding to what our body needs is called having a balanced diet. Balanced diet A healthy diet is a diet that does not contain excessive quantities of fat, sugar or salt, and that has contains essential nutrients.

These nutrients provide enough energy, growth and repair elements, vitamins and minerals for the body to function at peak efficiency. Nutrients There are six main classes of nutrients that the body needs: * carbohydrates * proteins * fats * vitamins * minerals * water It is important to consume these six nutrients on a daily basis to build and maintain healthy bodily function. Poor health can be caused by an imbalance of nutrients, either an excess or deficiency, which, in turn, affects bodily functions. Food groups Foods are classified in groups, some classifications divide them into five or six groups. The main groups are: * Fruits and vegetables Grains, bread, cereals and pasta * Milk, yoghurt and cheese * Fish, poultry, meat, eggs and nuts * Fats and oils Activity Read about the following food groups and in a table as shown below fill in three of your favourite foods for each group. | Food group| My favourite foods| Fruits| * * * | Vegetables| * * * | Grains, cereals, bread, pasta| * * * | Fish, poultry, meat, beans| * * * | Milk, yoghurt and cheese| * * * | Fruits and vegetables The consensus is that you have to eat at least five portions of fruit and vegetables per day. A portion is approximately 80g (e. g. 1 medium apple), 1/2 a cup, 150 ml of fruit juice.

Examples of healthy fruit. Fruits Fruits can be enjoyed a number of ways: fresh, canned, frozen, dried, whole, cut-up, or pureed. Go easy on the fruit juices, though; they contain a lot of natural sugars. Besides the standards such as apples, bananas, oranges, peaches, pears and plums, try mangoes, blackberries, papayas, hybrid melons and avocados. How much should you eat? Most of us should EAT MORE FRUITS! Healthy eating tips * Choose fruit as a snack * Add dried or fresh fruit to breakfast cereals * Choose a wide variety of fruits Yummy Veggies Vegetables Go for the brights: the deeper the colour, the greater the concentration of vitamins, minerals and antioxidants.

Dark green and orange vegetables, from broccoli, watercress to squash and sweet potatoes, are several excellent choices. Dried beans and peas, such as black beans and kidney beans, count in the vegetable category as well as the meat and beans group. 100 percent vegetable juice counts, too. How much should you eat? Most of us should EAT MORE VEGETABLES! Healthy eating tips * Choose chopped vegetables as a snack * Have a salad with sandwiches or with pizza * Add vegetables to casseroles and stews and fruit to desserts * Choose a wide variety of vegetables to eat Crunchy Grain Grains, bread, cereal, pasta * This group should provide 6 ounce-equivalents (1 ounce-equivalent means 1 serving), half of which should be whole grains.

Whole grains include whole wheat, brown rice, oatmeal, whole grain barley, millet, and popcorn. Whole grains are more nutritious than refined grains which include many breads, pastas, breakfast cereals and tortillas. How much should you eat? Most of us should EAT MORE! Base a third of your food intake on foods from this group, aiming to include at least one food from this group at each meal, e. g. potatoes with fish and vegetables, a chicken salad sandwich, stir-fried vegetables with rice, or porridge oats for breakfast. Potatoes, yams, plantains and sweet potato fall into this group, rather than fruit and vegetables, because they contain starchy carbohydrates.

Sugar is a simple form of carbohydrate. It adds flavour and sweetness to foods, but frequent consumption of sugar-containing foods and drinks is associated with an increased tendency towards tooth decay. Healthy eating tips * Base your meals around foods from this group * Eat wholegrain or whole meal breads, pastas and cereals as well as white choices * Choose low fat oven chips rather than fried chips (oven chips fall into this food group but fried chips don’t) * Eating more foods from this group will help to reduce the proportion of fat and increase the amount of fibre in the diet * Avoid frying or adding too much fat to these foods

Wholesome Meats ; Beans Fish, meat, poultry,egss nuts and beans * This group should provide 5. 5 ounce-equivalents or servings. This group includes fish, poultry, eggs, beans, peas, nuts and seeds. Harvard Health suggests avoiding red meats because they contain a lot of saturated fat. How much should you eat? EAT MODERATE AMOUNTS Choose lower fat versions whenever you can. Some meat products, e. g. beef burgers and sausages, can be high in fat. Trim visible fat off meat where possible. It is recommended that you eat two portions of fish each week, one of which should be an oily fish (e. g. salmon, mackerel, trout, sardines or fresh tuna).

Alternatives These include nuts, tofu, mycoprotein, textured vegetable protein (TVP), beans such as kidney beans and canned baked beans, and pulses such as lentils. These foods provide protein, fibre and iron but unlike those listed above are not a rich source of zinc and generally provide no vitamin B12 (unless fortified). Healthy eating tips * Choose lower fat meat products * Choose lean cuts of meat * Cut visible fat including skin from meat and poultry and drain away fat after cooking * Try to grill, roast or microwave meat and fish rather than frying * Eat oily fish once a week Rich and Creamy Dairy Milk and other dairy products * Milk Group should provide 3 cups/servings. As part of a healthy diet, it is recommended that you choose fat-free or low-fat dairy products.

If you’re lactose-intolerant, there are lactose-free and lower-lactose products, such as hard cheeses and yogurt. Harvard Health suggests a dairy or calcium supplement as an alternative to milk and cheese, which can contain a lot of saturated fat. How much should you eat? EAT MODERATE AMOUNTS Try to eat 2-3 servings a day. A serving of milk is a 200ml glass, a serving of yogurt is a small pot (150g), a serving of cheese is 30g (matchbox size). Choose lower fat versions whenever you can, such as semi-skimmed milk, low fat yogurt and reduced fat cheese. Healthy eating tips * Choose low fat milk i. e. semi-skimmed or skimmed milk * Choose low fat yogurts and reduced fat cheeses Fats and Oil Fats and oils * Fats and oils should provide 24g or 6 teaspoons.

Oils are a major source of fats in your diet. Common plant and fish oils include: canola oil, corn oil, cottonseed oil, olive oil, safflower oil, soybean oil, and sunflower oil. Most of the fats you eat should be polyunsaturated (PUFA) or monounsaturated (MUFA) fats. How much should you eat? Most people need to EAT LESS! It is essential to have a small amount of fat in the diet, but eat foods containing fat sparingly as they are high in energy. Look out for reduced fat or low fat alternatives (by law any food labelled as low fat must contain no more than 3g of fat per 100g). Fats can be divided into saturate, monounsaturate and polyunsaturate.

Limit consumption of saturates, associated with animal products, cakes, biscuits and pastries, to reduce risk of heart disease. To cut down on saturates, make use of the information on nutrition panels on food products, cut off visible fat from meat and poultry, choose lower fat meat and dairy products, and where fat is needed in cooking use it sparingly. Choose fats and oils containing monounsaturates (e. g. olive and rapeseed oils) and polyunsaturates (e. g. sunflower, corn and rapeseed oils) instead of saturates. In moderation these are not associated with an increased risk of heart disease – but still use them sparingly. Healthy eating tips Eat small quantities of these foods * Choose low fat or reduced sugar foods where possible * Use spreads and oils sparingly – opt for vegetable fats and oils * Try to limit consumption of sugar containing foods and drinks between meals * Try not to add fat to foods when cooking essential fats, which must be supplied by the diet in small amounts: omega-3 fatty acids (e. g. found in oily fish, walnuts, omega-3 enriched eggs, and rapeseed and soya oil) and omega-6 fatty acids (e. g. found in vegetable oils such as sunflower, corn and soya oil and spreads made from these). Which would you pick? WATER!! DRINK PLENTY OF WATER- 8 GLASSES A DAY Water is the medium for various enzymatic and chemical reactions in the body. It is also the solvent of the body and it regulates all functions, including the activity of everything it dissolves and circulates. * The digestion of solid foods depends on the presence of copious amounts of water. Acids and enzymes in the stomach break the food down into a homogenized fluid state which can pass into the intestine for the next phase of digestion. An “acid stomach” will respond to hydration, whereas constipation is a frequent symptom of dehydration. Increased water along with increased fibre will usually eliminate a problem. Water eliminates toxins and waste from the body. Adults lose nearly 6 pints (12 cups of water everyday. We lose ? cup to 1 cup a day from the soles of our feet. Another 2 to 4 cups is lost from breathing. Perspiration accounts for another 2 cups. Another 3 pints (6 cups) are lost in urine. * Brain tissue is 85% water. Although the brain is only 1/50th of the body weight, it uses 1/20th of the blood supply. With dehydration, the level of energy generation in the brain is decreased. Depression and chronic fatigue syndrome are frequently results of dehydration. Migraine headaches may be an indicator of critical body temperature regulation at times of “heat stress. ” Dehydration plays a major role in bringing on migraines.

Dehydration causes stress and stress causes further dehydration. Fibre Fibre is also known s roughage. it is made up of complex carbohydrates and contains no calories, no minerals and is not digested when we eat it. Then, why do we need fibre? Fibre is an important part of our diet. It is essential for * producing the feeling of fullness when we eat * healthy functioning of the bowel; fibre in the intestines absorbs a lot of water, it increases the bulk of waste matter and makes it softer and easier to pass through the bowel. * preventtion of constipation * reducing the risk of cancer of the colon * prevention of haemmorhoids * stabilising blood sugar level

Activity What foods do you think contain fibre? Tick the appropriate boxes. | Fruits| Vegetables| Whole grain| Beans| Oats| Fish| Meat| Milk| | | | | | | | | Feedback: Only plant based foods contain fibre. Activity Plan the menu for one day * breakfast * lunch * Dinner * Healthy snacks| Activity Food hygieneWhich of the following tips are to be used to ensure that food is clean and safe to eat? In the following table, put a tick in the box as appropriate. | Tick here| Tips for food hygiene| | * Wash hands before preparing food| | * Wash all utensils before using| | * Clean all surfaces on which food is to be prepared with detergent| * Use a different surface for cutting meat and vegetables| | * Avoid using chipped and cracked dishes and cups| | * Wear clean, protective clothing, e. g apron| | * Keep hair covered| | * Fingernails should be cut short and kept clean| | * Avoid talking over food being prepared| | * Avoid coughing and sneezing while preparing food| | * Do not taste off stirring spoons and return to the pot| | * Avoid freezing defrosted foods| | * Keep food and drinks covered| Feedback: Congratulations if you have ticked all of the above. ————————————————- Stress and Stress Management Contents [hide] * 1 What is Stress? 2 Causes of Stress/Potential Factors * 3 Body’s Reaction to Stress * 4 Assessing one’s mental and emotional health * 5 Prevention Strategies/Coping with Stress * 6 Sources of information/products/services| ————————————————- What is Stress? Stress or pressure is a normal, necessary part of our daily lives. In order to function in an efficient and effective manner a certain stress level is required. However too much pressure can be a risk to health, can reduce effectiveness, can lead to extreme tiredness and lead to mental breakdown. Different things can cause stress and they are called stressors. Each person reacts differently to same stressors. This depends on the individuals ability to cope. However a person can learn to manage stress to prevent it from becoming harmful. Activity

The objective of this activity is to show that different people react differently to stressors. Individually read the list of stressors below and rank them from 1 as most stressfull to 10 as least stressful. * coming home late * arguing with parents * getting homework done * getting low grades * being told off in front of others * playing for your team * having an exam * doing house hold chores * death of a friend * trouble at school. Compare your ranking with those of other individuals| Feedback: You will notice that the way you have ranked your stressors are not the same as those of others. ————————————————- Causes of Stress/Potential Factors

As we have seen previously the main cause of stress is our inability to cope with stressors. Stressors are found in our environment, while our ability or inability to cope depends on how we personally react to situations. Here are some examples of some situations that cause stress. Some stressors at school: * Difficulty to read * Unable to finish class work * trouble with the teacher * truancy * Unable to clearly explain situations * being bullied * homework * Poor assessment results * exams * lack of school material changing school Some stressors at home: * housework * parents/siblings who drink * home violence * low income * no place for quiet time or study * illness Other stressors: * caught smoking or drinking preparing for a performance * death of a friend or relative * loosing a job * changing jobs * managing difficult relationships * moving house * losing friends * leaving home * making decisions Reflection Think of one of your close friends or family who you think may be stressed or under a lot of pressure. Using ideas from the list above can you identify what could be causing the problem? | ————————————————- Body’s Reaction to Stress The body reacts to stress in different ways In the short term you can notice some of the following: * mind becomes alert * quick reactions * dry mouth * tension in neck and shoulders faster breathing * faster heart rate * high blood pressure * sweaty palms * diarrhoea * butterflies in the stomach * lump in throat * nervous laughter * bursting into tears * fidgeting * nail biting If the stress continues and you do not do anything to cope with it here are some of the long term effects it can have on the body: * headaches * diziness * ulcers * blurred vision * forgetfulness * indigestion * disturbed sleep * muscle aches * tension * fear * irritability * nervousness * loss of confidence * depression * anxiety * nightmares * drug dependence * excessive drinking * heart trouble * loss of appetite * mental breakdown Activity

Write a short storyFrom your own experience write down a situation where you have felt under a lot of pressure. In your account identify at least three physical and three mental/emotional you were affected affected. Write out what you did to overcome the situation| Feedback: Compare your coping strategies with the list under Coping with Stress ————————————————- Assessing one’s mental and emotional health ————————————————- Prevention Strategies/Coping with Stress Activity The Carver COPE contains 53 items in which participants are asked to denote how often they usually employ a particular coping style.

The participant responds according to a 5-point ordinal scale format with the following choices: “never,” “rarely,” “sometimes,” “often,” or “always. ” They are then asked to rate which coping strategies “generally” used, which would indicate an overall disposition towards certain coping styles. Use the following scale to determine the coping styles and later categorize these styles into problem-focused, emotional focused or dysfunctional. Please respond to the questions below. Even though the questions are in the Multiple Choice format, there are no right or wrong answers. Instructions Please rate each of the following items from 1 to 5 in the space provided. Indicate how often you engage in these types of activities when you encounter a difficult, stressful or upsetting situation.

NEVER RARELY SOMETIMES OFTEN ALWAYS No. | | ___1___| ___2___| ___3___| ___4___| ___5___| 1| I take additional action to try to get rid of the problem| | | | | | 2| I try to come up with a strategy about what to do| | | | | | 3| I put aside other activities in order to concentrate on this| | | | | | 4| I force myself to wait for the right time to do something| | | | | | 5| I ask people who have had similar experiences what they did| | | | | | 6| I talk to someone about how I feel| | | | | | 7| I look for something good in what is happening| | | | | | 8| I learn to live with it| | | | | | 9| I seek god’s help| | | | | | 10| I get upset and let my emotions out| | | | | | 1| I refuse to believe that it has happened| | | | | | 12| I give up the attempt to get what I want| | | | | | 13| I turn to work or other substitute activities to take my mind off things| | | | | | 14| I concentrate my efforts on doing something about it| | | | | | 15| I make a plan of action| | | | | | 16| I focus on dealing with this problem, and if necessary let other things slide a little. | | | | | | 17| I hold off on doing anything about it until the situation permits| | | | | | 18| I try to get advice from someone about what to do| | | | | | 19| I try to get emotional support from friends and relatives| | | | | | 20| I try to see it in a different light, to make it seem more positive| | | | | | 21| I accept that this has happened and it can’t be changed| | | | | | 22| I put my trust in God| | | | | | 23| I let my feelings out| | | | | | 24| I pretend that it hasn’t really happened. | | | | | 25| I just give up trying to reach my goal| | | | | | 26| I go to movies or watch TV to think about it less| | | | | | 27| I learn something from the experience| | | | | | 28| I get used to the idea that it has happened| | | | | | 29| I try to find comfort in religion| | | | | | 30| I talk to someone to find out more about the situation| | | | | | 31| I make sure not to make matters worse by acting too soon| | | | | | 32| I keep myself from getting distracted by other thoughts or activities| | | | | | 33| I think hard about what steps to take| | | | | | 34| I do what has to be done, one step at a time| | | | | | 35| I discuss my feelings with someone| | | | | | 6| I act as though it hasn’t even happened| | | | | | 37| I reduce the amount of effort I’m putting into solving the problem| | | | | | 38| I daydream about things other than this| | | | | | 39| I take direct action to get around the problem| | | | | | 40| I try to grow as a person as a result of the experience| | | | | | 41| I think about how I might best handle the problem| | | | | | 42| I accept the reality of the fact that it has happened| | | | | | 43| I try hard to prevent other things from interfering with my efforts at dealing with this| | | | | | 44| I feel a lot of emotional distress and find myself expressing those feelings a lot| | | | | | 45| I restrain myself from doing anything too quickly| | | | | | 46| I talk to someone who could do something concrete about the problem| | | | | | 47| I sleep more than usual| | | | | | 48| I get sympathy and understanding from someone| | | | | | 49| I drink or take drugs, in order to think about it less| | | | | | 50| I pray more than usual| | | | | | 1| I get upset, and I am really aware of it| | | | | | 52| I say to myself “this isn’t real. ”| | | | | | 53| I admit to myself that I can’t deal with it, and quit trying| | | | | | | ————————————————- Life Skills Development/Module One/Unit 4: Self Assessment Self Esteem < Life Skills Development | Module One ————————————————- Unit 4: SELF ASSESSMENT AND SELF ESTEEM ————————————————- Introduction and Rationale This unit….. ….. self esteem and self worth are important aspects of personal development. It is important to cultivate a high self-esteem and constantly strive for self-development. Objectives

Upon completion of this unit you will be able to: * Analyse perception of self and the factors that contribute to self-image; * Identify and assess feelings, emotions and attitudes towards self and how these affect behaviour; * Identify and assess the impact of emotions, attitudes and motivations on behaviour; * Identify unproductive negative beliefs and replace with ones that work; * Distinguish between positive and negatives attitudes and behaviours; * Distinguish negative feelings and negative behaviours; * Perform a personal SWOT analysis taking Spiritual, Physical, Intellectual, Cultural, Social, Emotional, Ancestral and Social (SPICEAS) spheres into consideration; * Develop a Personal Action Plan; * Identify coping skills to deal with risks to mental and emotional well-being. | Definitions ….. | ————————————————- Self-esteem What is self-esteem? Self-esteem is how much we value ourselves. We either have high self-esteem or wee have low self-esteem. If we have low self-esteem it is not the end of the world, like everything else we can take charge and learn to appreciate ourselves and improve our self-esteem. Activity Let us start by finding out how much we value ourselfPut a circle around the words which best describes you. | Happy| Often unhappy| Friendly| Does not have friends| Relaxed| anxious| Trustworthy| Does not trust yourself|

Healthy| Often sick| confident| lacks confidence| willing to try harder| gives up easily| Feedback: * If we have high self-esteem we are likely to be happy, healthy, respected by others, confident, disciplined, successful, work at our weaknesses, accept the things we cannot change. * If we have low self-esteem we do not trust ourselves, lack self confidence, we do not take pride in what we do, we do not take care of ourselves, we have negative feelings and we have anti-social behaviour. Activity Setting goals for improving our self-esteem. For each of the suggested ways in which we can improve our self-esteem write out something you can try out.

Choose one or two to work on at first the add others. * Know ourself-List down our qualities, achievements, things we can do and our weaknesses * Respect ourself-What things can we do well? Do not compare yourself with others all the time * Love ourself-What do you do or can do to make ourself happy and healthy? * Affirm ourself-Tell others about something that is really important to us. Trust ourself-What can we rely on ourselves for? What good decisions have we taken before? * Accept ourself-Think of what you can do well. Think of our weaknesses as areas we can improve on. * Show ourself-Let people know you really are? Interact with others. Stretch ourself-Do new things, try new things, challenge yourself * Self-discipline-Set rules and deadlines and follow them * Nourish ourself-Take care of your mind, your body, feelings, have good friends, good food, exercise,read good books, entertain yourself with good experiences, enjoy yourself, be happy. * Be ourself-we are unique, we cannot be replaced and we cannot be somebody else. * Share ourself-get to know others, have friends. * Go beyond ourself-discover new horizons,it is all out there for us| Feedback: Life is a journey and we can go forward by taking small steps, giant leaps, falling back and getting back on track again. Our self-esteem can sometimes be low in some areas. The good news is we can get it high again. Summary This unit covers…. | ————————————————-

Life Skills Development/Module One/Unit 5: Goal Setting and Time Management ; Life Skills Development | Module One ————————————————- Unit 5: Goal Setting and Time Management ————————————————- Introduction and Rationale This unit will address the importance of goal setting and time management for living a well-balanced and productive life. It will also categorise goals that are long and short term and outline the steps for achieving them. The acronym SMART will be used to assess them and provide the guidelines for ensuring that the goals that are set are worthwhile and can be achieved.

Objectives After completing this section, you should be able to: * Utilize the basic elements of goal setting to define personal, career, financial and other goals; * Identify long and short-term goals that are Specfic, Measurable, Attainable, Realistic and Time-bound (SMART); * Outline the steps and benchmarks required for achievement of major goals; * Develop action plans with timelines to accomplish goals; * Identify and use techniques and tools for effective and efficient time management;| Definitions * management * benchmarks * action plan| Reflection Think about the last time you had a lot of things to get done in one day. How many of those things did you actually get done? * How many of those things did you schedule for the next day? Much time is wasted when goals are not considered or prioritised. People need to manage time well so that personal goals can be met and positive habits developed. In this way, when personal goals are aligned with personal and national values and are being achieved,your country will be better able to meet national goals. | ————————————————- Life Skills Development/Unit One/Goal Setting/Lesson < Life Skills Development | Unit One | Goal Setting Are your days a sure goal or a miss? ————————————————-

What are Goals? An objective or goal is a personal or organizational desired end point in development. It is usually endeavored to be reached in finite time by setting deadlines. ————————————————- Why is goal setting important? Goal setting is a major component of personal development. It gives us a timeline and a roadmap to help us determine four very important things: 1. What do you want in life? 2. Why do you want it? 3. When do you want it by? 4. What do you choose to do in order to achieve it? Therefore, it is a key aspect to attaining success in life. It is said that if you fail to plan ,then you should plan to fail.

To be an effective planner,you must assess how much control you have over your life. * Do you blame others for your failure? * Do you say,”If only I had done …. “? How you view your control over the events in your life,will suggest the way you — the way you set your goals. Activity Make a list of the most important things to you and then indicate what aspects of your life they pertain to, by answering the above questions. List these important things according to the following categories : * Physical * Social * Educational * Financial and Career * Spiritual| The Wheel of Life is a useful assessment for this activity. Self Assessment Question: How do you set goals?

You set goals when you make your goals:SPECIFIC: Clearly state what task (goal) we would like to accomplish. You must answer the six “W” questions: 1. Who: Who is involved? 2. What: What do I want to accomplish? 3. Where: Identify a location. 4. When: Establish a time frame. 5. Which: Identify requirements and constraints. 6. Why: Specific reasons, purpose or benefits of accomplishing the goal. E. g. A general goal would be, “Get in shape. ” But a specific goal would say, “Join a health club and workout 3 days a week. “MEASURABLE: Describe your goal in terms that can clearly be evaluated. Ask questions such as…… How much? How many? How will I know when it is accomplished? E. g.

Work out 1 hour per day, 3 days per week for a month. ATTAINABLE: Figure out ways to accomplish your goal pooling, your own attitudes, abilities, skills, and financial capacity to achieve it. Plan your steps wisely and establish a time frame that allows you to carry out those steps. E. g. Do I have the necessary transport to get to gym? Does my budget allow for gym expenses and/or gym equipment? Do I have the endurance and the drive to get thru an hour every day? REALISTIC: A goal you know you are actually capable of obtaining. The necessary resources to attain this goal must be available. A goal must represent an objective toward which you are both willing and able to work.

A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labour of love. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

TANGIBLE: A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible, or when you tie a tangible goal to an intangible goal, you have a better chance of making it specific and measurable and thus attainable. Intangible goals are your goals for the internal changes required to reach more tangible goals. They are the personality characteristics and the behaviour patterns you must develop to pave the way to success in your career or for reaching some other long-term goal. Since intangible goals are vital for improving your effectiveness, give close attention to tangible ways for measuring them. | Self Assessment How do I ensure that I am effectively setting goals?

The following are components of goal setting that must be covered to ensure effective goal setting:Short term and Long termA long-term goal is an achievement set to be reached over a long period of time. Although most long-term goals tend to be measured in years, it would be appropriate to define a long-term goal for this week, month, year, lifetime, etc. Defining a long term goal involves setting those that are short term to divide the timeline of achieving the long-term goal. A short-term goal is something to be accomplished in a short period of time. Its time frame is related to its context in the overall timeline that it is being applied to. Short-term goals are usually defined in relation to a long-term goal or goals. However, short-term goals are often to relieve short-term pressure.

It is very possible to be constantly driven by these goals, which can turn out to be very unsatisfying in the longer term. Therefore it is important to have long term goals in mind as the end result of accomplishing those that are short term. Short-term and long-term goals are important tools in measuring success. | Activity Now that you have made the SMART choice and have begun goal setting,the task is more manageable. * Using the list compiled previously, divide your goals into categories according to how distant they are in the future. * Examine the possibility of your short term goals assisting you to meet your long term goals. | Reflection

Have you really examined the benefits to be gained from the long and short term goals you have set? The more benefits you can derive from each goal will make goal setting more rewarding and your motivation will be increased. Plan big goals to reap big benefits! | ————————————————- Life Skills Development/Unit One/Time Management < Life Skills Development | Unit One Contents [hide] * 1 Timeline * 2 Identifying and Eliminating Timewasters * 3 Careful planning * 4 Prioritising and Concentrating on One Thing at a Time * 5 Practice saying “no” * 6 Portfolio Contents * 7 Unit summary * 8 Checklists of Performance Task| ———————————————— Timeline Figuring out your specific goals is only half of the goal-setting process. The other half requires determining your timeline for reaching these goals. It is near-impossible to come up with a strategy that will successfully fulfill your short-term and long term goals if you don’t have a clear line as to when you want to achieve them. Activity Think of your own timeline. What were your goals when you were younger and how were these goals achieved? Now list your future goals and show how you plan to achieve them. Use this framework to focus on your present reality. Use this framework to focus on your present reality. I am able to do……… * I can meet this level of challenge. * I have these resources, support, expertise, time… * I have these goals…. …Reflect on what these mean to you and why. Do a timeline to achieve your career goals. What do you plan to achieve in the next 3-5 years? | Reflection * What barriers have you encountered in your planning and acting out of desired goals personally, at work? * Were you able to turn them into time savers? How so. | ————————————————- Identifying and Eliminating Timewasters If you were to monitor your time for a day you would be sure to find at least one, or maybe even more, time waster.

A time waster is something that occurs in the day that is not necessary to your day, and if it did not occur, you could have quite possibly gotten something else done in its place. A time waster prevents you from accomplishing some goal. Time wasters need to be recognized and then one needs to figure out why it occurs and if the situation can be remedied i. e. how they can become time savers, making more time available in your day for goal oriented activities. The following is a list of the greatest and most common impediments to goal achievement in addition to a few useful time savers into which time wasters can become. Some of these are critical determinants to goal achievement and effective time management and will be dealt with separately in this section. Time

Wasters| Time Savers| procrastination and excuses| schedule your day| idle chat| relax| running un-necessary errands| understand what must be done| meetings| build the right habit| computer| use idle time to your advantage| rushing| use technology but do not get bogged down with it| indecision| plan to work and work your plan| unclear communication| implement your action plan and prioritize on importance and need| stress, anxiety and fatigue| being aware of your best time of the day to get appropriate things done| inadequate knowledge : acting with out total information| using waiting time constructively| personal disorganization| organise your surroundings| nterruptions: telephone, guests| keep interuptions to a minimum| inability to say no; dealing with other people’s issues or problems| personal crisis : family member is sick or injured| Activity Make a list of see how your own list of time wasters can be turned into time savers. Time wasters/ savers can be selected from the items previously outlined. | ————————————————- Careful planning Take the time each night to take control of the most precious resource at your command, the next twenty-four hours. Plan your work and then work your plan each day. Write up a To Do list with your entire have to’s and want to’s for your next day.

Careful daily planning ensures prioritising (what does careful planning consists of). Without a plan for the day, you can easily get distracted, spending your time serving the loudest voice rather than attending to the most important things for your day that will enhance your productivity. An integral part of this process is penning things down either on paper or electronically. Get into the habit of writing things to do down. Your mind is best used for the big picture rather than all the details. Writing things down helps you to more easily remember the important step by step details needed to attain the big picture. ————————————————-

Prioritising and Concentrating on One Thing at a Time Your To Do list will have crucial and not crucial items on it. Despite the fact most people want to be productive, when given the choice between crucial and not crucial items, we will most often end up doing the not crucial items. They are generally easier and quicker than crucial items. Put the #1 next to the most important item on your list. Place the #2 next to the second most important item on your list, etc. Then tackle the items on your list in order of their importance. You may not get everything done on your list, but you will get the most important things done. This is working smarter, not harder, and getting more done in less time.

Typically, after having prioritised, do not attempt to accomplish a fraction of every crucial item in the day. This leads only to half finished projects and no feeling of achievement as all things are done in a hurry and appear rushed to others. Ultimately, this creates more time wasting as such items in the future need to be redone. Give yourself enough time to do things properly. ————————————————- Practice saying “no” The general rule is: if people can dump their work or problems on to your shoulders they will do it. Some of the most stressed people around lack the skill to ‘just say no’ for fear of upsetting people. Get over it because these people can do it for you. Activity

Discuss why it is important to be cautious or a risk taker, or persistent in order to achieve one’s goals (bearing in mind that an individual will encounter difficulties in trying to achieve his/her goals). | Reflection * Are you a risk taker or a very cautious person or at what point on the continuum? * What goals a particular would you therefore not consider? * What goals are priority for success and happiness? | Time Manaagement Additional Notes Included in these notes is the SWOT Analysis and an Activity for your enjoyment. Open this attachment with Open Office to get even more information on Time Management. ————————————————- Portfolio Contents 1.

Your personal/professional timeline of goals for the next 5 years or more. 2. Your five or more steps to attain your major goals. 3. A list of time savers and time wasters. 4. Monthly plan 5. To Do List Reflection * Write a short note on whether your goals are being accomplished within the time frame you were expecting or not, OR whether you need to re-structure your goals. * Have avae I planned sufficient time to achieve my goals? Am I mature enough and I am capable of managing my time efficiently? | ————————————————- Unit summary In this unit you learned about SWOT Analysis and practised how to restructure your goals to maximise opportunities and reduce threats.

You created a Personal Goal Timeline and identified the Time Wasters and Time Savers that were affecting the achievement of these goals. You are therefore equipped to reduce Time Wasters and engage in better Time Management. ————————————————- Checklists of Performance Task | RUBRIC of performance criteria| V. Well Done| Well Done| OK| Not Ok- Will redo by …. | 1. | My personal timeline for the next 5 years includes 2 long term goals| | | | | 2. | My personal timeline for the next 5 years includes 4 short term goals that lead to attaining my long term goals| | | | | 3. | My goals are SMART| | | | | 4. | I have included these goals in my Personal Development Plan. | | | | |