Describe the extent of urban poverty in a developing country and the efforts of national government to overcome urban poverty in general.

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Describe the extent of urban poverty in a developing country and the efforts of the national government to overcome urban poverty in general.The colonial city's main square with its vaulted church, government buildings and curio.shops interspersed with chic restaurants for the nouveau rich and tourists are in stark.contrast to the surrounding dark alleys, which stretch blindly into another world. In one.

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such alley, a hollow-eyed woman sitting on the sidewalk begging with her three small.children looks harried and weary. They are ingrained with grime and, their clothes.caked in dirt are mere rags. Their eyes, piercing and resigned seem accustomed to.their invisibility. This is but one of the many faces of poverty in Peru. Like its fellow.countries in Latin America it bears all the hallmarks of increasing urban chaos. In a.country already burdened with high levels of poverty; the swiftness of urbanization,.economic crisis and structural adjustment policies over the last fifty years have had a.profound effect on Peru. Squatter settlements abound; the informal sector has swelled.and great disparities between the rich and poor still exist. In fact, urban poverty is on.the increase and this trend is not abating (J. Beall, 000, p40). That being the case,.this essay will examine this recent phenomena of urban poverty in Peru and, the.initiatives the government has undertaken to overcome it.At the turn of the last century, Peru was a predominately agrarian based society with.the bulk of its population and poor confined to rural areas. However, in the 140s, Peru.began its transition towards urbanization in earnest. To illustrate, in the 140s, two out.of three Peruvians lived in rural areas, by the 180s two out three Peruvians lived in.urban areas. The main influx of migrants has been most notable in the capital Lima,.where the population grew from 8.6% in 140 to 6% in 180 (H. de Soto, 18)..Although today the influx of migrants to the capital has lost some of its momentum, it.continues to grow and now accommodates about 5% of the nation's population. This.demographic shift in Peru can be attributed to continual economic instability, lack of.arable land, property rights, development and decreasing labor demands in rural areas..As a result, people have been forced to look for more secure livelihoods. In addition,.the increased mobility of the population due to the improved infrastructure throughout.the country has enabled greater movement to areas where there are better prospects..Like moths to a flame, the growing awareness of the differences between the living.standards of those who live in the cities and the rest of the country have attracted.many who want to escape the grinding monotony of poverty (B. Melbourne, 001)..The unequal distribution of investment and development between the rural and urban.areas has been one of the enduring qualities of poverty in Peru. The urban bias.towards Metropolitan Lima and other urban areas, due to the centralization of.government and industry has led to better social and welfare services, higher wages,.greater employment options and education opportunities. As the table below clearly.indicates, this is indeed the case in the capital, Lima (B. Melbourne, 001). However,. Countryside Lim.Access to safe water supply5% 60.Access to sewage disposal17% 51.Households with electricity % 55.Infant mortality (per thousand) 58.Weekly income (soles)50,50.although the table shows development in the capital surpasses that of rural Peru; it.fails to address the increasing disparities between the rich and poor in urban Peru. If.one considers that 7% of Peru's population dwells within urban areas then the table.above clearly shows that a high proportion of the urban population still does not have.access to basic services. Therefore, the promised land that migrants seek is not.always what it seems.The unprecedented urban growth of the last century combined with political and.economic instability has found most governments struggling to deal with this.problem. Furthermore, the threat a growing migrant population has posed to the status.quo of the elite has been met with increasing hostility and discrimination, making.integration harder (H. de Soto, 18). Consequently, the lack of commitment and funds.to provide adequate housing, basic social and welfare services and the exclusion from.legally established social and economic activities has meant that poorer migrants have.had to fend for themselves with whatever resources they have had at hand. As Jo Beall.(000) claims, there is often great inequality within cities. Even though the poor are.closer to better facilities and services, this does not automatically mean they are able.to afford or access them..The repercussions of this hostile reception has led to, burgeoning squatter settlements.where in 10, half of Lima's population was contained in 400 settlements surrounding.Lima and Callao (Library of Congress Country Studies, 1). Moreover, the lack of.employment options for unskilled workers have resulted in an expanding informal.sector; for example, in Peru, 45% of the urban population are involved in the informal.sector (Poverty Net Library, 1). Thus livelihoods are less secure and more.vulnerable to economic fluctuations. So, instead of the promised land, many migrants.find themselves excluded from mainstream society, making a subsistence living in poor.and inadequate conditions (P.Harrison, 1, p150).The adverse conditions urban migrants in developing countries, find themselves in has.led to an increasing concentration of poverty in urban areas over the last few decades,.and Peru is no exception (E. Wratten, 15). Today, 50% of Peru's population (6.million) lives in poverty and, whereas this was generally considered a rural dilemma, a.significant shift is taking place. In 170, urban poverty accounted for 8% of the.population, in 000 it has increased to approximately 55%. Furthermore, while the.incidence of poverty has slightly decreased in metropolitan Lima, it has significantly.increased on the urban coast from 5% to 58%. Therefore, whereas poverty had been.more concentrated in rural areas, today urban poverty is overtaking that of rural areas..Although, the depth and severity of those living in poverty is still the plight of rural.areas. Furthermore, the distribution of income and assets is still very unequal, in 14.the Gini co-efficient increased slightly from 0.65 to 0.76 in 17, which indicates that.the gap between the rich and poor is growing wider (Japan Bank for International.Cooperation, 001)...Previous governments have always been aware of the need to deal with poverty, but in.the past it merely paid lip service than really tackling the problem head on. Today,.poverty is not confined to the distant regions where out of sight, out of mind might be.the case. It is now an increasingly visible entity in urban Peru, and governments have.realized that poverty will not disappear with a sleight of the hand. Therefore,governments have begun to approach poverty in a more comprehensive way. In the.10s, pro - poor programs were set up to counteract structural adjustment policies.and to provide better targeting of the most socially vulnerable. In addition, the.government implemented legal reforms to improve coordination of programs between.ministries and agencies involved in food provision, nutrition, health services, education,.housing and basic infrastructure. Also, social expenditure increased from 4% of GDP in.1 to 7% in 18. Although this is still well below the regional average of 1%, the.amount of expenditure allocated to poverty reduction has effectively doubled. These.measures have resulted in better access to basic social and welfare services, a.significant drop in infant and maternal mortality, increased access to secondary.education and decreased illiteracy rates (UNDP, 000; The World Bank Group, 00)..While there has been some success in reducing or alleviating poverty, the fluctuating.poverty levels which, seem to be a notable feature of Peru today indicate that, the.government still needs to be more committed and consistent in its approach towards.poverty alleviation. The last four years of economic recession and continuing structural.adjustment have had a huge impact on the poor and the government's ability to.ameliorate poverty. However, these are not the only factors, which have hindered the.government's performance in this area. The government's priorities in spending still.favor reinvestment into the international financial markets, servicing its foreign debt and.maintaining an excessive bureaucracy, making poverty reduction a secondary.consideration. Furthermore, the Peruvian public administration continues to suffer from.poor accountability, inadequate policy coordination resulting in program duplication.and, a reduced capacity to perform the functions for which they were established due.to insufficient funding. Also, the lack of commitment on the government's part to.separate social policy from politics has encouraged over ambitious social policies.aimed at short-term rather than long-term gains. (The World Bank Group, 00; F..Uccelli, 001).To conclude, Peru's turbulent past has been characterized by political, economic and.social instability. Through it all one quality of Peruvian society has endured the legacy.of poverty. Poverty has largely been thought of as a rural phenomenon but, today it is.joining the exodus to the cities and is now firmly taking root. The shear numbers.arriving have ensured that the government cannot keep pace with the provision of.adequate services to accommodate them; hence, urban poverty has increased.significantly and is in danger of becoming a permanent fixture. In fact, Peru is well on.its way to fulfilling projections for this century, which suggest that Latin America will be.the most urbanized region in the developing world with the majority of poor living in.cities or towns. If this is so, then the challenges, which face the Peruvian government,.are indeed greater and more pressing than ever before...

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The Fountainhead

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Philosophy demands literature that can support the comprehension o.social views. Without philosophical literature, man cannot begin to understand the.necessary messages behind philosophy. Philosophy and objectivism is symbolized.extraordinarily by the enduring novel, The Fountainhead. Due to the use of forceful

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dialogue, Ayn Rand divulges her own feelings about objectivism and her opinions.regarding conformity and independence. The meanings and implications of.several quotes within The Fountainhead correctly portray the essence of.objectivism and encourages the resistance of conformist standards through the.personification of the non-negotiating innovator standing against the world.

Roark "To say'I love you', one must first know how to say the'I'..

To Roark, the phrase, "I love you", has no real implication anymore in.verbal communication. Its misusage, along with daily use, has worn off the intended.meaning, and only those who seriously seek it will find it and be able to truly benefit.from it. This quote also expresses Roark's individualism as well. It is his way of saying.that there is usually no man who does not know what he is in essence. He would.hypothetically wish to see people spiritually try and find knowledge about themselves. In.Roark's opinion this would be more valuable than any other information that could.possibly be known..

Roark "I came here to say that I do not recognize anyone's right to one minute of my life..

His time is by no means unimportant to him, even for one second, and he is.saying through this quote that he will not let anyone take advantage of him by taking it.away. To Roark, this is the greatest fortune he possesses, and he will not let one person.have a piece of it. He will protect it against anything, and that is one reason why he does.not join in senseless chatter for the sake of socializing. The whole world is Roark's.enemy in this novel, but he still struggles on for what he believes in, not knowing about.his future, just knowing what he is doing is right. This is the reason that he does not.socialize with anyone for any reason, but associates with people that will not hesitate to.waste his time. Even if he is forced to wait for someone else, he is not portrayed to be the.type of guy to mentally think of issues without importance. Even so, he says, "I do not.recognize," meaning Roark will put up with someone for as long as he believes it is.necessary. While Roark is obviously not the type of guy to perform tasks without a.significant purpose, that does not agree with the baseline of his beliefs. This self.realization of himself makes him exceptional to any other character in the novel.

Egotism is defined as an exaggerated sense of self importance. Often times,.independence and conformity act an extremely large part in egotism. Whether a man.is a traditionalist or individualist, he is affected to some extent by his own egotism. Is.ego, then, harmful or beneficial to our growth and self-actualization? Katie, a somewhat.incompetent minor character had a vastly enlightening discussion with her uncle,.Ellsworth Toohey, concerning her unhappiness.

Toohey If your first concern is for what you are o.think or feel or have or havent got - your.still a common egotist..Katie You mean I must want to be unhappy.

.Toohey No. You must stop wanting anything.Ellsworth Toohey, the humanitarian, is stating that when a persons first.thoughts are about himself, than he is an egotist. Nevertheless, to some point,.everyone is an egotist. If man does not care about himself, his feelings, or his.possessions, and has just given up on the world, then what is that man? He is probabl.being a Howard Roark. Therefore, when Toohey warns his niece, Katie, to stop wanting.anything, he is implicating that to live a life of conceit is depraved and that desire is not a.necessity. What is essential to fulfillment is dedication to and desire for.commitment in our relationships and our lifes work. Roark Independence is the only gauge of human virtue and value. What a man is and makes of himself---not what he has or hasnt done for others.

A man is defined by his actions. Peter Keating, for instance, might be.characterized as a good friend and an exceptional architect, but in actuality he is a very.shallow man. On no account did he design any structures simply for the sake of self.enhancement. Howard Roark may be typified as a peculiar introvert, however at the.same time he was able to exceed standard's modernistic architecture never achieved,.merely for the sake of creating and innovating. Roark is certainly correct in saying that."independence is the only gauge of human virtue and value". A conformist has little.value because of his refusal to jump the limits of submission; the conformist would never.experiment for the sake of self-improvement.

Conformity is ruled by the regulations of compromise, egotism, productivity,.and value. A conformist must be determined to sacrifice his philosophies just because it.does not relate with the attitude of the group. Independence, on the other hand, relies on.only one factor the presentation of the individual. A conformist must be satisfied with.the performance of the group. The independent individual has himself to blame when.events turn for the worse, and he separately obtains the benefit of his own.accomplishment..

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Communism

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Industrialization is one of the main causes of the rise of communism..Industrialization, which first started in England, had spread throughout Europe that.they were huge increase in number of factories. People started to emigrate to urban.cities to work in factories. Even though there were many failures in businesses, there.Cheap University Papers on communism

were many people who succeeded in making huge capitals. Because of such facts, a.huge gap of living standards between lower and upper class started to appear more clearly and conflicts between richs and poors were increasing and increasing. Working conditions of workers were horrible. long-hour working and low payment were so common, also they worked in such conditions that they could easily harm their bodies. Because of such bad conditions of working classes, proletariats started to build unions and gather together to reform their conditions, which caused even bigger conflicts with factory owners. Working people were eager to gain power in politic because at the time, workers did not have any political power that it was not easy for them to reform.conditions. It was bourgeois and aristocrats who had power in politic and they had.decided most of own countrys affairs. Because many of politicians were bourgeois,.bourgeois did not want to make reforms for working people because it would be loss.for bourgeois. But increase in number of working classes could make up bigger.unions. By creating unions, workers could start reform their conditions. Workers had.succeeded in passing a law to protect children and women from harsh working.conditions. and working class political parties started to increase and became such a.huge parties in some countries such as Germany. Socialists party in Germany became.the biggest political party and workers could participate in politic more than they used to. It was Karl Marxs idea, which the general thought of socialist party that proletariats.should be the center of societies. Communism, It is the idea that every single person.in one society will have same amount of property, which means destruction of.distinction of the rich and the poor. Of course the idea was not pleasant to upper.classes, because many working class people were poor and they wished to live in.better conditions, there were many working people who were attracted to its idea that.this idea was very popular throughout European countries. Marxism had developed by.Vladimir Ilich Ulyanov, who is commonly known as Nicoli Lenin. Lenin had developed.Marxism and accepted to Russia, and later became Soviet Union. Communism was.very popular by the nineteenth century and became center political organization in.many countries...

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My Life

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We reminisce about the past all the time. As in we, I mean my cousins, older brother, and other elementary kids. Made fun of each other, beat up guys, and all that fun stuff. Especially me and my "peanut butter and jelly sister" May. Playing "Power Rangers", "Ninja Turtle", and any other game we could think of. I remember being "Pink ranger", my brother being "White ranger", and my aunt being "Yellow ranger". Its not the same anymore, obviously, but we still have good times, even if we live in two different states.

Grew up as the second oldest, first girl. The earliest memories I have as a little girl was at the "number two apartment". I'm going to explain a moment I remember getting excluded as a little girl by my own family! Its quite amusing to me, even if all of them deny it. My cousins and my older brother were sitting on the steps playing games. I went up to them, and asked them "Can I play with you guys?".. Thinking "Of course they have to say yes".. I hear a "No, you cant play with us because you still wear diapers". At this point, I was confused. I knew I still wore diapers, but I went up, patted my butt, and was like "No, I don't wear diapers! Seeeeeeee?" but they just ignored me. So I went off to play by myself… they were so mean to me.

We reminisce about the past all the time. As in we, I mean my cousins, older brother, and other elementary kids. Made fun of each other, beat up guys, and all that fun stuff. Especially me and my "peanut butter and jelly sister" May. Playing "Power Rangers", "Ninja Turtle", and any other game we could think of. I remember being "Pink ranger", my brother being "White ranger", and my aunt being "Yellow ranger". Its not the same anymore, obviously, but we still have good times, even if we live in two different states.

Grew up as the second oldest, first girl. The earliest memories I have as a little girl was at the "number two apartment". I'm going to explain a moment I remember getting excluded as a little girl by my own family! Its quite amusing to me, even if all of them deny it. My cousins and my older brother were sitting on the steps playing games. I went up to them, and asked them "Can I play with you guys?".. Thinking "Of course they have to say yes".. I hear a "No, you cant play with us because you still wear diapers". At this point, I was confused. I knew I still wore diapers, but I went up, patted my butt, and was like "No, I don't wear diapers! Seeeeeeee?" but they just ignored me. So I went off to play by myself… they were so mean to me..

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Ernest Cassara

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The Enlightenment in Americ.

Ernest Cassara is currently a professor of history at George Mason University, Fairfax, Virginia, and has served as chairman of the Department of History at that institution. He studied at Tufts University, Boston University, and the University of Cambridge. While teaching at Tufts, he was Curator of the Library and Archives of the Universalist Historical Society. He has also been a Dean at Goddard College, interim director at Albert Schweitzer College in Switzerland, and Fulbright Professor at the University of Munich. Cassaras works include The Enlightenment in America (175), History of the United States of America A Guide to Information Sources (177), Universalism in America A Documentary History of a Liberal Faith (171), Hosea Ballou The Challenge to Orthodoxy (161). The Enlightenment in America was Cassara's very first book, which revealed about the life and thought in eighteenth-century America.

The author of this thin volume states that his purpose is to make a "modest effort" toward a "synthesis of the various facets which made up the Enlightenment in America." (preface). Ernest Cassara acknowledges sharing the faith of John Adams that eighteenth century greatly improved the human condition and advanced knowledge. But nowhere does he develop explicitly what he means by the "Enlightenment." Thus the reader must seek the implicit meaning from the material included in the book. It turns out that the "Enlightenment" was whatever Benjamin Franklin, John Adams, or Thomas Jefferson wrote or did. The Enlightenment in America provides a convenient summary of familiar and not always up-to-date knowledge concerning a few major eighteenth-century Americans. It is hardly a "synthesis" or even a serious study of the nature and significance of the subject suggested by the title.

The overview of the Enlightenment in America presented by Cassara is based on limited materials and rearranges what is already known. The omission of such persons as Thomas Bond, Gotthilf Henry Ernest Muhlenberg, and Benjamin Waterman from consideration is unfortunate. The impact of the Enlightenment upon the social and intellectual life of the American people is not pursued beyond the most noted personalities of the movement.Cheap University Papers on Ernest Cassara

Cassara pursues his handful of men through six chapters "The Life Style of the Enlightened American" the focus is on the displacement of religious Christian faith by reason. The actualization of Copernican cosmology is the central idea in "The Pursuit of Science." "The Rights of Man" is described as the centripetal force of the American Revolution. The excellent expression of "The Science of Government" was the period of constitution making, 1776-178. "The Religion of Humanity" was made possible by rejection of priest craft and the realization of the difference between natural and revealed religion. Of all the means employed in "The Diffusion of Knowledge" the establishment of a public educational system was a matter of first importance for the survival of the republic. The chapter on religion appears considerably stronger than the others, perhaps because it seems to reflect more of the author's own reading of printed primary sources. But here as elsewhere there is no attempt to measure the influence of the Enlightenment on society in general. This problem is even more important in "The Life Style of the Enlightened American," from which the general reader might well conclude that most eighteenth-century Americans lived the life of Franklin in Philadelphia or Jefferson at Monticello..

This volume's usefulness as a handbook for students, its apparent purpose, is reduced by a repeated lack of precision. Are we to trust the statement that "Common Sense (1776) is said to have been responsible for converting many to the cause of revolution, including respected figures such as George Washington" (p. 1)? Does "the thinking man of the eighteenth century" (p. 16) refer only to be "enlightened" and not to Jonathan Edwards? And exactly who is included in the broad statement, "Americans seemed to have everything going for them" (pg. 17)? There are also, moreover, a few other errors of fact. The Northwest Ordinance and the new Constitution are dated 1778 (p. 10). Virginia in 1786 is described incorrectly as "the first of the states with establishments to separate church and state" (p. 11). The assertion that was existed a public school for eighteenth-century New England is a serious misstatement.

Even though the information isn't exactly precise but Cassara's presents his writing skill very well. Other than not stating of whom he includes when he talks about generalizations, the rests of the details are very clear references. I am obviously not convinced to what he is arguing about because with my two months of knowledge on history, I could already pointed out some of his errors, therefore basing on that, I have doubts on the whole book. I would not recommend this book to anyone because I truly believe it's a waste of time due to the fact that I could not be convinced or agreed to what the author is writing. Ernest Cassara has cited his works but he doesn't strongly support his arguments, therefore the book turns out really vague.

The author states in the preface that "the book is a modest effort….." It is..

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Star Girl

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Star girl is not like any normal girl she's bound different. Star girl is weird, different, and gets everyone in her direction. On e reason I would say that is because star girl has a variety of names (e.g. holly golly) and many more names. Also it's not her parent who changes her name it's her who dose everything to it. I would say star girl is weird because she dose things that nobody would do on their first day of school. It was lunch were most students on the first day would meet new friends, but star girl was dancing on top of a table and singing, playing and wearing a wedding dress and playing something like guitar and singing a song. Another reason I would call her weird is because she sings happy birthday to everyone when it's their birthday. That's not weird yet, because it was Hillary's birthday when she sang happy birthday to a guy name Kevin who she said was cute. These are the words to describe star girl..

I think star girl wants attention and doesn't want attention. Star girl is different and creative she does different things and gets creative ideas to do that. I think star girl wants attention because it's her first day at school and she might want to get to know people in different ways. One reason I think she doesn't want attention is because she just wants to be like everyone else but she does that in a different. But I think star girl is brave to do things that are unusual because as soon her first day at high school the whole school thinks she's way different from everyone else. This is why I think she wants attention and doesn't want attention.

In my opinion I think Secord will need to get to know how she is and like. After they get to know her they will be terrified and also shock how she acts and behave way different from people in Secord. They would react that way because she might do something like sing a song on someone's b-day and they would get imberessed. Or if star girl changed from the book I think everyone wouldn't be normal and same. One reason I think the school might be shocked is because she wears funky looking clothes and would be different and everyone would look at her and talk about her. .Help with essay on Star Girl

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Training programs

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Training programs aim to promote changes in the body, which will improve a certain aspect of performance in a specific activity. The major types of training that can affect physical performance include aerobic training, strength training and flexibility training. Each type of training needs to be incorporated into the training program if the improvement in performance is to be maximised.The activity below examines how the principles of training relate to the types of training for a 400m runner. It focuses on a training program to develop the energy systems, strength and flexibility for a 400-metre runner.Click on a star below (training type) and the principles of training will appear. For each principle of training there is a choice of two or three answers which relate to training for the 400 metres. Select your answer by clicking inside a box. If you are correct the box will change colour.1.Progressive overload4 x 100m sprints with 0 seconds rest between intervals.

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going to 5 x 10m with 5 second rest between intervals.. Specificity Running as fast as possible for 5 x 1-minute intervals to mimic the time taken for 400m run..Reversibility Running as fast as possible for 5 x 1-minute intervals to mimic the time taken for 400m run.4. Variety Training program includes.ͧ hill running.ͧ interval training on trackͧ fartlek training.5. Training thresholds training at between 75% and 0% of maximum heart rate over short periods of tim.6. light jog followed by stretching of whole body , focus on legs, then by running with a slow build up of pace until full pace is achieved. Reverse for cool dow.n the following table, the principles of training are listed down the left-hand side. For each principle, there are three examples that could be applied to an athlete training for the 400-metres.Select the correct answer by clicking on a box.Student activit.Choose the correct example for each principle of training. 1.Progressive overloa..

15+ weight resistance, complete sets of 15 repetitions with minimal time between sets. Going to 15+ weight resistance, complete sets of 0 repetitions with minimal time between sets..

15+ weight resistance, complete sets of 0 repetitions with minimal rest / work intervals. Going to 15+ weight resistance, complete sets of 5 repetitions with no time between sets..

10 repetitions at maximum weight, complete sets of 8 repetitions with minutes between sets. 10 repetitions maximum weight, complete sets of 6 repetitions with 5 minutes between sets.Specificit..Resistance training involving lateral arm raises, bicep curls, bench press, push-ups and upright rowing..Resistance training using activities such as half squats, calf raises, sit-ups, leg curls and back raises..Training using activities such as push-ups, chin-ups, sit-ups and vertical jumps.Reversibilit..The athlete does little resistance training for weeks and cannot complete sets of squats due to fatigue..The athlete is able to maintain training program despite being injured for more than weeks..The athlete's performance has improved significantly after a 4-week lay off due to excessive fatigue.Variet..Training involves circuit work twice a week but varying the amount of time for each session..Training involves the use of free weights performed in time to music..Training involves the use of free weights, circuit training and weight machines.Warm up/ cool dow..Training can begin with lightweights, slowly building up until they are warm, then full weights are used. Cool-down should involve stretching..Training can begin with a 5-minute ride on an exercise bike, followed by stretching. Cool-down should also involve stretching and another gross motor activity..A warm-up and cool-down is not required for weight training due to the controlled nature of the activity.C Flexibility training for a 400m runne.Back to student activit.In the following table, the principles of training are listed down the left-hand side. For each principle, there are three examples of how that could be applied to an athlete training for the 400-metres.Select the correct answer by clicking on a box.Student activit.Choose the correct example for each principle of trainin.1.Progressive overloa..Recording joint angle measures then increasin.

the angle of the joint with a PNF stretc. the length of time each stretch is held..Maintaining high flexibility levels concentrating on the whole body.Specificit..The program concentrates on the muscles of the trunk and upper body i.e. abdominals, back, shoulders and arms..Stretching focuses on the major muscle groups of the legs and the trunk i.e. hamstring quadriceps, calf muscles, abdominals and back.Reversibilit..The athlete's range of movement remains constant regardless of the amount of flexibility training undertaken..After weeks of heavy weight training the athlete's range of the movement falls by 5%.Variet..The athlete creates variety in their flexibility program by undertaking it both on the track and in the gym..The athlete uses ballistic stretches, PNF stretching and static stretching to assist with variety.Warm up/ cool dow..The athlete undertakes flexibility training without a preliminary gross-motor activity..Prior to training the athlete does a gross-motor activity such as jogging or exercise-bike riding, to allow muscles and joints to warm up.The NSW HSC Online site is bound by the responsibilities outlined in the disclaime..

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