Tag Archives: edtech

Topic #4: The Open Movement – Open Access, OERs & Future of Education

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What is nutrition and why is it important for older adults?

Nutrition is about eating a healthy and balanced diet so your body gets the nutrients that it needs. Nutrients are substances in foods that our bodies need so they can function and grow. They include carbohydrates, fats, proteins, vitamins, minerals, and water. Learn more about nucentix keto x3 benefits.

Good nutrition is important, no matter what your age. It gives you energy and can help you control your weight. It may also help prevent some diseases, such as osteoporosis, high blood pressure, heart disease, type 2 diabetes, and certain cancers.

But as you age, your body and life change, and so does what you need to stay healthy. For example, you may need fewer calories, but you still need to get enough nutrients. Some older adults need more protein. Check these Exipure reviews.

What can make it harder for me to eat healthy as I age?

Some changes that can happen as you age can make it harder for you to eat healthy. These include changes in your:

  • Home life, such as suddenly living alone or having trouble getting around
  • Health, which can make it harder for you to cook or feed yourself
  • Medicines, which can change how food tastes, make your mouth dry, or take away your appetite
  • Income, which means that you may not have as much money for food
  • Sense of smell and taste
  • Problems chewing or swallowing your food. Visit https://www.amny.com/sponsored/exipure-reviews/.

How can I eat healthy as I age?

To stay healthy as you age, you should:

  • Eat foods that give you lots of nutrients without a lot of extra calories, such as
    • Fruits and vegetables (choose different types with bright colors)
    • Whole grains, like oatmeal, whole-wheat bread, and brown rice
    • Fat-free or low-fat milk and cheese, or soy or rice milk that has added vitamin D and calcium
    • Seafood, lean meats, poultry, and eggs
    • Beans, nuts, and seeds
  • Avoid empty calories. These are foods with lots of calories but few nutrients, such as chips, candy, baked goods, soda, and alcohol.
  • Pick foods that are low in cholesterol and fat. You especially want to try to avoid saturated and trans fats. Saturated fats are usually fats that come from animals. Trans fats are processed fats in stick margarine and vegetable shortening. You may find them in some store-bought baked goods and fried foods at some fast-food restaurants.
  • Drink enough liquids, so you don’t get dehydrated. Some people lose their sense of thirst as they age. And certain medicines might make it even more important to have plenty of fluids.
  • Be physically active. If you have started losing your appetite, exercising may help you to feel hungrier. Try out exipure.

What can I do if I am having trouble eating healthy?

Sometimes health issues or other problems can make it hard to eat healthy. Here are some tips that might help:

  • If you are tired of eating alone, try organizing some potluck meals or cooking with a friend. You can also look into having some meals at a nearby senior center, community center, or religious facility.
  • If you are having trouble chewing, see your dentist to check for problems
  • If you are having trouble swallowing, try drinking plenty of liquids with your meal. If that does not help, check with your health care provider. A health condition or medicine could be causing the problem.
  • If you’re having trouble smelling and tasting your food, try adding color and texture to make your food more interesting
  • If you aren’t eating enough, add some healthy snacks throughout the day to help you get more nutrients and calories. Check the latest exipure real reviews.
  • If an illness is making it harder for you to cook or feed yourself, check with your health care provider. He or she may recommend an occupational therapist, who can help you find ways to make it easier.

Topic #3: Digital Literacy – Information, Memes & Attention

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cc licensed ( BY NC SA ) flickr photo shared by courosa

Over the last two weeks, we’ve been heavily immersed in digital storytelling. In the initiating post, suggestions were provided for developing and thinking about digital stories, and we’ve been so happy with the ensuing conversation. Now, we’re going to dive into another topic that will require you to think deeply about how we attain knowledge and about our relationships with/in the digital world.

There have been numerous studies which examine the nuances among differing definitions of so-called new literacies (Pinto, Cordon, & Gomez Diaz, 2010). Since the first use of the term “information literacy” in 1974 (Pinto et al., 2010), varying terminology has been used to define the ability to find, analyze and use information in a changing knowledge landscape (Pinto et al., 2010). In recent years, many academics have added a social and cultural layer to the definition of these literacies.
Terminology used for these literacies include “information literacy”, “digital literacy”, “technological literacy”, “computer literacy”, “media literacy”, “communication literacy”, “internet literacy” and other ambiguous terms.

As Doug Belshaw points out in his doctoral thesis (2011), these terms “do not have the necessary explanatory power, or they become stuck in a potentially-endless cycle of umbrella terms and micro literacies,” (p. 200). Belshaw makes an impressive case for ditching the semantic argument and focusing on the improvement of educational practice. He also suggests that the term “literacy” is too binary and that in the context of digital or web skills the plural “literacies” should be used to show that in these realms there are no ‘literate’ or ‘illiterate’, but rather degrees of literacy (Belshaw, 2011). Perhaps those who experienced our last topic on Digital Storytelling may agree.

So over the next two weeks, we will be exploring what it means to be digitally literate. We’ve invited some amazing thinkers including Doug Belshaw, Howard Rheingold, Will Richardson, and Audrey Watters to lead us through certain aspects of this topic (see the Calendar for specific dates and times). And, as always, we’re hoping that the #etmooc community will participate through writing and commenting in our collective blog spaces, using the #etmooc hashtag on Twitter, in our Google Plus Community, and in other spaces of choice.

Here are some questions to get you started. Feel free to respond in any format you like (blogpost, tweet conversation, Google+ Community thread, digital story, video blog, etc.)

  • What does it mean to be digitally literate? 
  • What is the difference between being digital literate and web literate?
  • How does digital literacy relate to participatory culture?
  • What digital competencies and skills do your learners demonstrate through their daily use of technology?
  • What digital competencies and skills are required by our emerging knowledge economy/age?
  • What are the differences between digital literacy and digital fluency?
  • What is the role of attention within the spectrum of 21st century literacies?
  • What are the problems inherent in defining literacy, fluency, skills, and competency today (e.g., using terms like 21st century literacies, digital fluency), and how do these affect curricular development, pedagogy, and the work of teachers and students?

Take up any of these questions, or find and explore others. Let’s take this opportunity to go deep over the next two weeks. We look forward to the conversation!

References
Belshaw, D. (2011). What is “digital literacy”? Durham University. Retrieved from http://neverendingthesis.com/doug-belshaw-edd-thesis-final.pdf

Pinto, M., Cordon, J. A., & Gomez Diaz, R. (2010). Thirty years of information literacy (1977–2007): A terminological, conceptual and statistical analysis. Journal of Librarianship and Information Science, 42(1), 3–19.

Introduction to Topic #2: Digital Storytelling

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Topic 2: Digital Storytelling
Dates: February 3-16, 2013
Hashtag: #etmooc

WHAT WE’RE DOING & WHY

For the next two weeks, we’ll be creating stories. Digital stories. We’ve created a number of tasks for every level of learner. If you’ve never composed a story, get started with a Six Word Story and try some Virtual Presenter Services. If you want to play around with video, try creating a web native film. If you want to try telling a visual story, consider making an animated gif. Create stories using the method you want to explore — a variety of tasks are built into this week at a variety of levels of experience.

A QUICK WORD ABOUT COPYRIGHT & COPYLEFT: SLIGHTLY LEGAL STUFF

Because copyright is a concern for many people, but also a topic that spans throughout digital work, we wanted to point you to some information on Creative Commons, Fair Use (US, other) and Fair Dealing (Commonwealth).

There are sites that only search copyleft licensed materials. Copyright is a complicated issue, but basically, give credit where credit is due, don’t try to sell the stuff you make through unauthorized uses, and be aware when you are using someone else’s work in your stories. During Topic 4 (Mar 3-16), we’ll be spending more, supportive time chewing over the implications of copyright.

INTRODUCTION TO DIGITAL STORYTELLING:

“The truth about stories is, that’s all we are.” ~Thomas King

Storytelling is something that human beings have been doing for hundreds of thousands of years. It is a natural way for us to communicate. Nowadays, we keep hearing the term “digital storytelling”, which can sound confusing. But the important part of the term is “storytelling”—the digital piece really mostly means that the story is either created or accessible via digital technologies because of a content production agency. Because of that, digital stories can be easily commented upon, shared, and remixed using the participatory strategies you’ve been practicing already in #etmooc. If you feel like you’ve a great story to tell, try consulting Screenplay Coverage Services.

Digital Storytelling often involves video, but it can involve other media too. A more text-based example is the game Twitter vs. Zombies (#TvsZ), developed and facilitated in November 2012 by Jesse Stommel and Pete Rorabaugh to teach Twitter literacy. You can scan the rules here. #TvsZ demonstrates how a game can create a framework for emergent storytelling by the participants. #TvsZ was designed to “teach” particular “skills” (social media networking, collaboration, use of hashtags, blog promotion, etc.), but it ended up creating a connected narrative that the players made up as they went (examples on the #TvsZ Scoop.It). Breaking information: Twitter vs. Zombies 2.0, built and led by university students in Atlanta, Georgia, and Syracuse, NY, will unfold on Twitter between Wed, Feb 6, 8pmEST, and Fri, Feb. 8, 8pmEST. All ETMOOC participants are invited to play. Click here to register.

Have a quick look at the Wikipedia article on Digital Storytelling and pay special attention to the nuances in the definition of this term. Critically examine the definitions. For example “’Digital storytelling’ is a relatively new term which describes the new practice of ordinary people who use digital tools to tell their ‘story’.” Is that a good definition? Or how about “One can think of digital storytelling as the modern extension of the ancient art of storytelling, now interwoven with digitized still and moving images and sound.” Is this more accurate?

Definitions are a minefield because they can be constraining; the Wikipedia one is very video focused. We like the perspective in “Digital Storytelling: How to Tell a Story That Stands out in the Digital Age” (museum of the future blog) – especially their example of the campaign to save Troy Library (AL):

To address the most important issue first: there is no such thing as digital storytelling. There’s only storytelling in the digital age, and frankly speaking this isn’t much different from storytelling in the age of hunters, gatherers, dinosaurs and ICQ…. Digital is not the difficult part in digital storytelling. Storytelling is.

HERE ARE A VERY LIMITED NUMBER OF EXAMPLES OF DIGITAL STORIES:

YOU ABSOLUTELY DO NOT HAVE TO COMPLETE EVERY TASK!

Below, you’ll find eight tasks for this topic. We don’t even think it’s possible for you to create that many digital stories in just a couple of weeks (feel free to prove us wrong). Perform the tasks that are interesting to you, look at the work of your peers and start exploring Digital Storytelling through creation. Share your stories with the #etmooc tag, blog about your experience, interact through the Google+ Community, and just have fun!

SAMPLE TASKS:

1: Consider Many Forms (Define and Collect)

A good place to start looking at digital storytelling is through definition and example. Blog a reflective post about this introduction to storytelling; you could also reflect on the Wikipedia page on Digital Storytelling mentioned above. Find an example of a digital story and attach it to your post. Engage with the posts of others, or let your reflection tie several of them together. As always, submit the links to your posts in the Google+ community! and on Twitter. If you’re new to ETMOOC, click here to learn how to tie your blog to the ETMOOC Blog Hub

2: Make an animated GIF (Animate)

There are many different software applications that you can use to create an animated GIF. This tutorial uses GIMP, a free and open source software program that is similar to Photoshop, but you can use any image editing software you’re comfortable with.

More resources can be found in this ds106 Handbook http://ds106.us/handbook

Jim Groom and company will be discussing the creation of animated gifs during their session on February 5 at 7pm EST. You can start early or wait until then. Remember: Jim Groom’s session will NOT take place in Blackboard/Elluminate. Instead, tune into DTLT Today for the live show!

3: The Ultimate Challenge (Create)

Write a story, and then tell that same story digitally using any number of digital tools and freely available media! For inspiration and story creation guidance, see Alan Levine’s 50+ Web 2.0 Ways to Tell a Story.

Alan Levine will be discussing this topic during his session on February 11 at 7pm EST. You can start early or wait until then.

4: Write a Six Word Story (Compose)

Use Twitter, Google+ or another social platform to publish a six word story. Your story can be about anything. Check out the six word stories site (or the twitter stream) for inspiration! You can experiment with Storify to tie other’s tweets together and make a collaborative story (see the collaborative poems that Janine DeBaise‘s students made ast week as an example).

Alan Levine will be discussing six word stories during his session on February 11 at 7pm EST. You can start early or wait until then.

5: Five Card Flickr Stories (Visualize)

Based on the Five Card Nancy card game by Scott McLeod, Five Card Flickr is en exercise in visual storytelling where you are dealt five random images from a Flickr tag (in our case, the tag is 5cardetmooc), and you pick one to be in your story. In the next four rounds you again choose from 5 new random photos with the idea of building a coherent storyline from your five photos. For this week, we set up a special pool of photos in flickr just for #etmooc. We need your help to create this pool — see the set of photo prompts and see what kind of stories we can make of them — or just try it now.

6: Create a PopUp Video of Your Own (Remix)

How can you change a story that already exists and make it your own? Create a PopUp video that changes the context of a story by adding content to it. For a more interactive experience than YouTube comments can offer (and an easier to use interface) try Popcorn Maker. Here’s a “how to” use popup comments to change the context of a video. Share your links via Twitter and G+, comment on your peers’ posts.

7: Plan a “Choose Your Own Adventure Story” (Collaborate)

For inspiration see these great videos.

Draw an object on a piece of paper and then upload it to Flickr, Instagram, your blog — where ever. Then ask a peer to draw a related object. Pass your peer’s drawing on to another peer and have them draw a related object. Keep doing this until you have 5 drawings (including your original object).

Create a story that links the original object with the last object drawn. What is the connection between the first object and the last object? Write a brief story, then try to create multiple pathways that a user could go through the story. Use a mind-mapping tool like MindMeister or a host of others.

This is a loose framework, so feel free to adapt it or try something related. Be sure to share your stories, maps, hierarchies, and story architecture on your blog, but also to Twitter and the Google+ Community if you use those sites. Comment on other people’s plans. Be social!

8: Twitter vs. Zombies 2.0 (Play)

Play Twitter vs. Zombies 2.0 with scores of others on the web from Wednesday, February 6 at 8pmEST, to Friday, Feb. 8 at 8pmEST.  Students from Pete Rorabaugh’s #TechApoc class and Janine DeBaise’s #Nifkin class will moderate the game for the ETMOOC community. The game will begin immediately following the ETMOOC Twitter chat on Feb. 6. Click here to register. Watch your hashtags, and sleep with one eye open.

One final note on tasks . . . you can’t break them or complete them incorrectly. They are simply prompts to get you to explore storytelling in shareable, remixable, collaborative platforms. It may not be that important whether a story you create falls under one category or another; if you’ve shared it and you’re interacting with the stories of others, and learning new narrative frameworks, that’s our goal.

GO DEEPER:

Explore the #ds106 Community

Based on a course offered first at the University of Mary Washington (UMW), ds106 is an open course like no other. In fact, it is not a single course; there are sections offered to registered UWM students, students taking similar courses elsewhere (currently Kansas State University, University of Michigan, York College/CUNY), and a cloud of people who participate on their own interest. The core of ds106 is powered by the syndication bus, a networked architecture built of participants’ own blogs to which our web site subscribes, aggregates, and shares back content published by individuals (same tech as we used in etmooc blog hub). As much community as course, ds106 includes an open assignment bank that participants populate, a daily creative challenge, and even its own internet-based radio station. You can tune in to the show at any time.

Introduction to Web Native Film

Next examine the idea of Web Native Filmmaking. Take some time to watch these six episodes about Web Native Filmmaking (created for a program called Popcorn Story Camp, but they explain many aspects of Digital Storytelling that will help you think creatively about your own stories). Each film is about 3 minutes long.

AND EVEN DEEPER:

There are a gazillion different articles, resources and tools for storytelling. If you haven’t had enough of an intro, here’s a metric ton of stuff to explore: http://www.scoop.it/t/etmooc-topic-2

TOPIC 2: DIGITAL STORYTELLING PLANNING TEAM:

If you have questions about this topic, feel free to contact any members of the Topic 2 team directly (our names are below), or for a quicker response, either send a message on Twitter with the #etmooc hashtag or ask a question in the #etmooc Google+ Community under the Topic 2 Category!

Laura Hilliger
Pete Rorabaugh
Verena Roberts
Alan Levine
Robin Bartoletti

#etmooc Lip Dub!

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Well #etmooc, we’ve reached the end of our first topic, Connected Learning. This has been an amazing experience for me, as a facilitator and learner, as I’ve read through so many excellent posts and ideas from our participants. It’s wonderful to see the extent of sharing and support that has resulted through the development of this community. Thank you all!

And, I’m very excited to share our #etmooc crowdsourced #lipdub project! Thanks to a  community vote, a Google Doc, and our tireless editor @stumpteacher, we’ve created something that I feel is so very memorable and representative of this experience. Take a look – I hope you enjoy it.

Of course, what we’ve learned about Connected Learning will continue to guide us through #etmooc – it is core to its structure (or nonstructure). So, I hope that we will continue to contemplate, co-create, study, and live as connected learners.

Our next topic is Digital Storytelling, and an outline of the next two weeks will be shared tomorrow. If you haven’t been able to participate as you had originally intended, do not worry. Tomorrow is a new topic, with the possibility of a fresh start.

Join in, invite a friend or colleague, and let’s spend the next two weeks discussing, sharing, and creating digital stories.

Connect with you soon.

Alec

Half-way Through Topic 1 (Connected Learning)

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We’ve had a really active week with #etmooc so I just wanted to drop a quick note regarding what happened last week, and what’s coming up.

  1. We’ve had 100s of new blogposts re: Connected Learning at the #etmooc hub.
  2. The Twitter stream has been very active! While it’s possible to keep up with the #etmooc hashtag through a web-based Twitter search (or #etmchat for our weekly chats), it’s likely a good time to adopt a tool like Tweetdeck or Hootsuite to make information management a lot easier.
  3. We’ve had some really great Blackboard Collaborate Sessions. If you missed them, we’ve posted all of the recorded sessions to the archive.
  4. Sue Waters has written a fantastic post that will help all #etmooc’ers navigate some of our spaces (e.g., Google Plus, Collaborate, Twitter, etc.). Be sure to check it out. Also, I’d strongly recommend Sue’s posts on beginner blogging that was written as a support to the sessions she offered.
  5. We’re on our way to creating a collaborate #lipdub project! The song was chosen, the instructions were sent out, and we’ve already received 58 submissions from participants. We still need a few more, but it looks like we’re on our way! The final project should be released by February 2nd if all goes well.

If people are looking for ideas to write about, I’d like to take this opportunity to once again share the blog prompts that were mentioned in the Introduction to Connected Learning presentation.  These included:

    • What does my PLE/PLN look like? How can I share it?
    • How important is connected learning? Why?
    • Is it possible for our classrooms and institutions to support this kind of learning? If so, how?
    • What skills and literacies are necessary for connected learning? How do we develop these?
    • What are limits of openness in regards to privacy & vulnerability? Are we creating or worsening a digital divide?
    • How do we expand this conversation?

I hope that these are useful. Thanks to everyone who has already responded to these and similar questions, and has helped to move our community forward.

Finally, I wanted to share what’s coming up. This week we have Dave Cormier discussing Rhizomatic Learning, George Couros facilitating a Networked Leadership presentation, and Sue Waters running a session on Blogging with Students. And of course, we have our regularly scheduled Twitter chat mid-week. Check the #etmooc Calendar for details.

Got ideas for sessions, presenters, activities, or formats? Let us know – we’re always looking for new ways to engage participants.

Enjoy the week ahead!

Alec

Moving Forward from Orientation Week

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There’s never been a better time to lose weight, get active and eat better, so you can improve your chances against COVID (and other diseases), do more of the things you want to do, and most importantly, be there for your loved ones in the future. Check out the latest exipure reviews.

What to eat?

Put simply, losing weight is about adopting healthy eating habits that last for life. Our article about What’s in a healthy diet might help you think about the types of food you should be eating and what to avoid. There are also NHS reviewed diets in the references section.

But we don’t want to prescribe a particular regime. Not even the experts agree on that. The NHS recommended low calorie diet may seem sensible, but some believe it’s not as simple as that, as there can be “good” and “bad” calories. Equally there’s debate about how much we should restrict fat, carbs and sugar, with many arguing it’s sugar, not fat that is causing the current obesity epidemic. We’re also all genetically unique and respond to foods differently. A DNA test could tell you more about how you process food types. Visit Observer.com.

So rather than focus what you eat, we’ve put together these tips about how to eat, that might help kick start your weight loss journey whatever approach you choose.

Lifestyle changes to lose weight

These tips are not intended for people following specific diets based on medical advice, religious teachings or personal preference. They are also not intended for those with particular needs such as pregnant women.

1. Set a weight loss target.

‍When starting new habits it’s best to set targets so you have something to aim for. In fact a Harvard business school study showed people who set goals are 10 x more likely to succeed. Start with the goal of losing 2% of your bodyweight in 2-4 weeks. Then when you get there, set a new goal. While that may not seem much, those wins will help shift the dial. For example, if you’re 5 foot 8 inches and 12 stone, losing 2 percent of your overall weight could move you from an overweight to healthy BMI range.

2. Eat within a 12 hour window.

Having an “eating window” allows your body to have a break from digesting and focus on a housekeeping process called “autophagy” where old and worn out cells are broken down and eliminated from the body. This form of intermittent fasting has been shown to have many health benefits including a positive impact on blood sugar and weight loss. It’s simple to apply no matter what your schedule: For example, if you finish your evening meal by 8pm you would start breakfast the next day no earlier than 8am.  If you’re on shift work, your window might be 8pm to 8am. A more advanced form of this is eating your daily food intake within 8 hours with 16 hours fasting but this is not suitable for everyone, for example if you’re under 18. If in doubt seek advice from your GP first.

It may be helpful to finish eating 3 hours before bed and only drink water afterwards. As well as helping to eliminate those (usually unhealthy) post dinner snacks, it might even help you to sleep better.

3. Don’t skip breakfast.

In the UK we tend to eat the majority of our calories in the second half of the day and many of us skip breakfast, but there is evidence to suggest that some humans use calories more efficiently in the morning. For example, an Israeli study on overweight and obese women gave two different groups the same amount of calories, but at different times of the day. While both groups lost weight, the morning focused group had lost an average of twice as much.

It’s important to remember that everyone is different and one size doesn’t fit all. It won’t do you any harm to try adding a protein rich breakfast to your routine and see if it changes things. Adding protein to your breakfast has been shown to help keep you feeling fuller for longer. Protein rich breakfast ideas include eggs, adding nuts and seeds to cereals, making porridge with milk not water, dairy products or even the leftovers from last night’s meal.

#etmooc – Introductory Message

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Exercising on a routine basis is a huge contributor to your overall wellness. After all, getting in regular physical activity can improve the health of your brain, help you maintain a healthy weight, lessen your risk of disease, and strengthen your muscles and bones, according to the Centers for Disease Control and Prevention (CDC). But did you know that there are some really unhealthy workout habits that can increase your risk of death? We chatted with Dr. Mike Bohl, the Director of Medical Content & Education at Ro and a certified personal trainer, who shares some important facts. Keep reading to learn more.

Avoid not staying hydrated, not stretching properly, or not pausing for enough breaks.

man not stretching properly, demonstrating workout habits that can increase your risk of death
Shutterstock

Dr. Bohl explains that working out is an excellent way to stay fit, remain healthy, and increase your chances of longevity. But some habits need to be avoided, such as not staying hydrated or not stretching properly. Not stopping for enough breaks is another error you don’t want to make. Bad habits like these can make your workout harder and create less than enjoyable recovery time.

Three Great Workouts You Can Do From the ‘Comfort’ of Your Own Couch

“As far as unhealthy workout habits that can increase your risk of death, though, the main things to look out for fall into one of two categories,” Dr. Bohl explains, which we’ll dive into below. Check these Protetox reviews.

Related: If You Want To Become a Centenarian, Start Doing This Exercise

Category #1: Make sure you’re not doing anything dangerous that could cause an accident.

man performing heavy weight lifting, unhealthy workout habits that increase your risk of death
Shutterstock

It’s imperative to eliminate your risk of mishaps. Dr. Bohl warns, “First, make sure you aren’t doing anything dangerous that could put you at risk of having an accident. This includes improperly using workout equipment, doing a dangerous activity like rock climbing without the appropriate safety equipment, or lifting weights that are too heavy without having a spotter present.”

These dangerous habits make it more likely to sustain an injury or even increase your risk of death if you make an error, if equipment malfunctions or breaks, or if the activity you’re doing exceeds your physical capabilities.

Related: Doctors Weigh In on the Exercise Habits That Slow Aging

Category #2: Be mindful of any limitations you might have because of medical conditions.

senior woman playing tennis
Shutterstock

It’s imperative to be mindful of any limitations you might have because of medical conditions. Dr. Bohl points out, “For example, if you have chronic lung disease (e.g., COPD) or chronic heart disease, you may have a hard time effectively delivering oxygen to the tissues of the body. As a result, you should be cautious about activities that dramatically raise heart rate or that cause heavy breathing, as you could potentially become lightheaded and pass out.” He adds, “If you have diabetes, you should keep a close eye on your blood sugar—working out decreases blood sugar, and if it gets too low, it can be very dangerous. Therefore, people with diabetes should keep a carbohydrate snack on hand in case their blood sugar levels drop.” This is the best penis extender.

Osteoporosis is another challenge. Osteoporosis means a reduction in bone mass and bone mineral density, which could increase your chances of suffering from a fracture. Dr. Bohl stresses the importance of staying away from high-impact activities, as they can put you at serious risk of a broken bone. A break, in turn, will compromise your functionality long-term.