Specificity principle: This principle states that strength must be stimulated through specific training, to achieve specific goals and obtain an exact result. For example, if you want to increase your calf muscle strength, it is necessary to establish specific training with a number of specific repetitions, specific interval and specific equipment for this result to be achieved.
Principle of progressive overload: This principle states that the intensity of the training should be increased in a progressive way, as the muscle gets used to the intensity that is being applied at the moment. This is because, the muscles get used to the intensity of the exercise and start to show no more results, being necessary to increase this intensity so that the muscle continues to be stimulated.
Principle of individuality: Affirms that each exercise must be established individually for each person and muscle. This allows the training to be established taking into account the individual's goals, needs and wants in relation to the stimulated muscle.
Variability principle: It states that in the beginning, training to stimulate muscle strength should be performed in short periods, so as not to overload the muscle and cause injuries. Once the individual is adapted to this period, this time may vary according to this adaptation, preventing the muscle from becoming stagnant.
Maintenance principle: Affirms that, once the muscle is stimulated to the point that the individual has reached its goal, the training intensity can be reduced to a level that allows the muscle to stagnate, that is, the individual will train just to maintain what has already been achieved.
Reversibility principle: It states that if the training is interrupted and the individual does not maintain, at least, at least one maintenance training, his muscle will fully return to the stage it had before starting to train muscle strength.
Children are born with tremendous potential and capacity for learning across all developmental domains: physical,
cognitive, emotional, language, and social development. Brain development in early childhood is influenced by
heredity, experiences, and relationships. The adults who live with and care for infants and young children play an
important role in laying the foundation and setting the stage for learning success. This set of developmental and
learning guidelines was developed to ensure that the people who care for infants and young children have the
knowledge and resources to support and encourage children during the ongoing process of growth and learning.
These guidelines will help those living or working with young children to recognize appropriate behaviors and set
realistic expectations for infant, toddler, and preschooler growth, development, and learning.
The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was
originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with
the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an
important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child
Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association
of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint position
paper of November 2002. The Guidelines were updated in 2007.
Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children,
contributing to young children’s educational experiences and to their future success. But these results can be achieved
only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2)
are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies
that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood
programs, professionals, and families.
In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision
of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth
through Three Years of Age. The revision process was intended to ensure that the information continued to meet
the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care
providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace
their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their
care by supporting and encouraging them along the continuum of learning.
This actually depends on which level of education you are and what they are looking for. Most people though merely considers it a part of the Digestive System as the bile it stores is used during digestion.
I have seen however several people put it down as part of the bilary system or subsystem which responsible for the creation and distribution of bile.
Answer:
that has happened to me, im pretty sure it was an infection or i didnt drink enough water OR i always hold my pee in so maybe thats one of the resons, drink cranberry juice and water a lot, also if u can tell ur mom or sum
Explanation:
Answer:
A mechanical wave is a wave that is not capable of transmitting its energy through a vacuum.
Explanation:
