content
stringlengths 71
484k
| url
stringlengths 13
5.97k
|
|---|---|
Covington canines will have their own little patch of green to play on this winter.
On Friday, Dec. 2, at 1 p.m., the City’s first dog park opens with a small ribbon-cutting event, featuring remarks from community leaders and elected officials.
“The facility is structurally complete,” said Ben Oldiges, the City’s Parks and Recreation Manager. “It seemed silly for the park not to be utilized throughout the winter months.”
Located adjacent to Kenny Shields Park at Ninth and Philadelphia streets, the SFC Jason Bishop Memorial Dog Park features high-end decorative fencing, has separate areas for both small and large dogs, includes plenty of seating for patrons to sit while watching their dogs, and provides a waste station so dog owners don’t have to worry about bringing waste bags from home.
While the park does have water fountains, they won’t be activated until early spring, so be sure to bring hydration if you plan to stay a while.
Once temperatures warm, Oldiges said a grand opening celebration will take place – likely in March or April – that will include plenty of games, food trucks, activities, and “a real celebration of the site.”
Oldiges said the gate to the park will remain unlocked and open to the public after Friday’s ribbon-cutting event.
The dog park is named for Army Sgt. 1st Class Jason Bishop, the 1993 Holmes High School graduate who was killed by a bomb in 2006 while serving in Iraq with the 101st Airborne Division. Bishop’s name adorns the playground at the site. | https://www.nkytribune.com/2022/11/something-to-howl-about-covington-officials-to-celebrate-opening-of-citys-first-dog-park-friday/ |
Visitors typically enjoy a clean environment with garbage pails, water fountains, and seating. There are shaded areas to keep you and your dog cool in the hot sun. The park is open from dusk to dawn. Also, be a good visitor and clean up after your dog and be helpful to other visitors.
Before you let your pup run free, make sure he is wearing his collar with the up-to-date tags on them. If you have a female dog, make sure she is not feeling frisky and in heat, as she will not be allowed in the park. Many visitors state that the park is better for larger dogs, as not all owners watch their big dogs closely.
Park rules state you can only have two dogs to one human, so if you are bringing down three dogs, make sure you include an extra person in your pack. Also, be aware of how your dog interacts with other canines. The park rules state that aggressive or misbehaved dogs will be required to leave.
If you want to enjoy the rest of the park, you and Fido could explore the one-acre Saratoga Creek Park, as long as Fido is on his leash and curbed. The Saratoga Creek Dog Park is located at the West corner of the park, so take a stroll through this beautiful park with playgrounds and picnic areas. Parking for the dog park is off-street, but if you enter the main Saratoga Creek Park has a parking lot that can be used. | https://wagwalking.com/lifestyle/parks/saratoga-creek-dog-park |
Maintained by:
Est. 2011
Hours of Operation:
Dawn - Dusk
Grass turf, with granite paths
-
Separate areas for large and small dogs
-
Doggie water fountains
-
Swimming pond
-
Waste stations
-
Shade trees
-
Showers
-
Benches
-
Shaded seating area
-
Walking paths
-
Water Fountains
-
Restrooms
Lents Family Park is a community project funded by the CNP Utility District. It is comprised of two parks, East and West. The dog park is located in the West section of the park.
Dog Park Rules
-
DOG PARK HOURS: DAWN TO DUSK, unless otherwise posted.
-
All dogs must be leashed when entering or leaving the park.
-
All dogs must have current rabies and other vaccinations as required by the Harris County Public Health Department and should be healthy and free of contagious diseases and parasites.
-
Dogs must wear current license tags in the dog park.
-
Never leave dogs unattended.
-
Dogs must be in view and within voice command of their handlers.
-
Dog handlers must carry a leash with them at all times while in the park.
-
Dog handlers are responsible for picking up and disposing of all of their dog's waste.
-
Dogs in heat are prohibited.
-
Dogs showing any signs of aggression must be leashed and immediately removed from the park.
-
Dogs under 4 months of age are prohibited.
-
All dogs must be under the control of an adult and there is a limit of 2 dogs per adult in the dog park at any time.
-
No food or drink (dog or human) allowed in the park.
-
Amenities in dog park are intended for canine use only. | https://www.bayoudoggie.com/lents-family-dog-park |
1520 Rock Prairie Rd.
College Station, Texas 77840
Visit Website
Overview
Yelp
Designed for all skill levels, this competition-quality skate park on Rock Prairie Road consists of a large pro-style flow bowl, a pool bowl with tile and pool coping, and a long linear street course with hundreds of feet of unique terrain and scalable elements. Other features include water fountains, benches and a shaded patio area for spectators. The facility is mostly made of concrete, which is permanent and virtually maintenance-free. | https://visit.cstx.gov/listing/g-hysmith-skate-park/926/ |
Fall Camp # 9 : Tropical Bark Park
For today’s camp session we took the dogs to the Bark Park at Tropical Park. It is a beautiful park with a gorgeous view of the pond and surrounding park grounds, nice shaded seating for owners to relax and agility equipment for the dogs to play on and around in both the big dog and little dog areas (which are separated). Fortunately for us it also offers water fountains and a hose since the dogs were VERY excited about the many mud puddles and happy to get into mud wrestling matches 😉
It was a very busy morning at the park, so the dogs all got to meet and interact with strange dogs and people. As usual, the exercise is a very nice side benefit. All in all, a very fun and exciting visit!
Posted on November 30, 2011, in lumine, Miami Dog Training, News, Photo, Training and tagged camp, dog, miami dog tranining, pet, training. Bookmark the permalink. Leave a comment. | https://dogconnection.org/2011/11/30/fall-camp-9-tropical-bark-park/ |
Plano is inviting park users and residents to take an online survey and share feedback for a master plan that is being developed for Harrington Park.
The master plan aims to provide guidance for the development of the park as well as opportunities and constraints, future operations and maintenance costs.
The improvements may include areas such as reservable sports fields, trails, drinking fountains, benches and seating areas, a pavilion, playground, open spaces and additional trees, according to the city.
More information about the project and the survey is available at plano.gov/1519/Harrington-Park.
The survey closes Oct. 7.
After planning for the project is completed, renovations are expected to begin in mid- to late 2023.
Funding for the project will come from voter approved bond funds, according to the city. | https://www.dallasnews.com/news/2022/09/20/plano-residents-asked-to-comment-on-harrington-park-renovations/ |
When walking around Aventura, you will find summers to be hot and humid, and this is the season that experiences the most rainfall. Be prepared for showers and hot conditions on humid days. Hurricanes are also possible during the summer season. Check weather forecasts and be prepared when traveling on foot in this city. Winters are sunny and warm and pedestrians with their pups can enjoy long leisurely walks.
The location of waterways and freeways will dictate what routes residents take while walking their dogs through this neighborhood. Residences in Aventura are mostly condominiums with some apartments. Multi-story buildings are usually low rise in nature while others are part of housing communities along waterways. There is plenty of landscaping, lawns, and trees on residential and commercial properties in the area for you to enjoy while out walking with your pup.
Greenways and parks are plentiful in beautiful waterside Aventura. Founders Park is 12 acres divided into two sections. This park has large tropical trees and lawns with a walking trail you can stroll with your pup. There are sports and athletic facilities, a playground, and a water play area. This park is frequently the site of special events. There is an admission for the northern section for non-residents, but the southern bayside area is free to the public.
Waterways Park is 7 acres and has athletic facilities, shady picnic areas, open areas, a playground, and a walking trail to enjoy with your furry friend. An off-leash dog park is also available. The Waterways Dog Park is a 1.5-acre waterfront off-leash dog park with water fountains and showers, beaches, and a shaded patio for owners.
The Turnberry Golf Course is the location of a 3-mile greenway that winds around lakes, residential high rise buildings, and the yachts located at the marinas. | https://wagwalking.com/fl/miami/aventura-town-center-downtown |
Terry Simon, Tokai
I refer to the letter by Jane Laing and the response from Merle Collins of SANParks (“Fynbos is a safety risk”, Bulletin, August 11). I find the response totally unsatisfactory. It would appear as if SANParks is a law unto itself and is inclined to ignore the input of residents, who are after all the persons who are supposed to benefit from its activities.
It is stated that the agreement between the Department of Water Affairs and Forestry and MTO is “irreversible”, that the Tokai Management framework “successfully achieves the compromise many have called for”,”on a daily basis thousands of people use the fynbos covered park” and “there are regular visitor safety patrols by park rangers”.
I would challenge these statements on the following grounds:
* The parties to an agreement can at any stage amend or terminate that agreement by common consent. To satisfy MTO surely all that is required to save the trees is for it to be paid the net amount that it would earn from harvesting and selling the trees.
* Many residents are clearly unhappy with the plans for Tokai Forest, which would indicate that no compromise has been achieved
* Thousands of people do not use the fynbos covered area. I am in the park almost daily and can confirm that users keep to the perimeter paths and the area shaded by the pines. There are indeed few, if any, paths through the fynbos. Indeed I have not seen any persons walking or running through the fynbos and the western area, which consist purely of fynbos, is not used for any sort of recreation.
* Only once have I seen three park rangers on patrol, This was some four months ago when I stumbled upon them seated in the forested area, close to where the murder took place. When I asked why they were not patrolling, the response was that they had to stay together as it was not safe for them to patrol separately.
There is clearly no evidence of SANParks’ presence in the lower area.The condition of the paths is deteriorating, the trees planted on the perimeter some five years ago have been neglected and are battling for survival, the only area that has received any attention this year is the riding arena and a small section of the path, which has had new logs placed at the sides, but this work was not completed properly and seldom are any rangers present. I assume that those who are available are deployed to stop the population accessing the upper forest and arboretum, which has been closed to the public since the fire 18 months ago.
If this is any indication of how Tokai Park will be managed and patrolled by SANParks in the future, then it is abundantly clear that they are only paying lip service to the interests of residents and recreational users and that their only concern is to re-establish the fynbos, which by their own admission will take some 20 to 30 years. In the interim the public will be deprived of some very valuable and much needed public recreational space, the demand for which can only increase with the densification of the population in the southern peninsula.
I understand that a body has been formed representing all interested parties to find a solution for Tokai Park and would implore the Bulletin to report regularly on its progress. I get the impression that the future of the park is solely in the hands of SANParks, who are clearly not interested in anything other than to pursue its stated objective of preserving fynbos in an urban environment, although they have obviously failed to convince the population that this is more important than ensuring that safe and user-friendly recreational areas are provided for the ratepayers. It is my contention that both these objectives could be achieved through constructive negotiations.
* Merle Collins, SANparks regional communication manager, responds:
South African National parks (SANParks ) is governed by the National Environment Management Act (NEMA).
The decision to phase out commercial plantations on the peninsula was not made by SANParks but by central government in 1999. Only a cabinet decision can reverse the decision.
The Tokai and Cecilia Management Framework successfully achieves the compromise many have called for, as it seeks to accommodate biodiversity, heritage, recreational and eco-tourism concerns and opportunities.
In terms of biodiversity, the framework makes provision for the restoration of: sustainable areas of “critically endangered Cape Flats Sand Fynbos” and Peninsula Granite Fynbos, ecological corridors, Afromontane Forests, river and wetland systems.
In terms of heritage, the need to maintain key resources such as the Tokai Manor, the Arboretum, heritage plantings and recognising the history of the areas through the plantation, colonial and pre-colonial periods.
In addressing the recreation issues, the Framework provides for all current recreational activities to continue at Tokai and Cecilia and for the retention and creation of shaded areas and routes in appropriate locations.
For ecotourism, proposals include the upgrade of the Tokai Manor precinct as Park head office and as a gateway to the Park with new eco-tourism products and job creation through the rehabilitation of the plantations.
Critically, the Management Framework addresses the thorny issue of shade provision:
Firstly, the plantations are being harvested over a 20-year period. Some of the plantation compartments, which provide for shaded recreation, will remain until the end of the lease period in 2024. To date, only 170 hectares of the 600 hectare plantation area have been harvested.
Secondly, various existing shaded areas will be retained such as the Arboretum, braai site (albeit in a re-aligned from), certain areas of gum trees and historic plantings (eg cork oaks, red woods etc).
Thirdly, the management framework proposes the establishment of shaded routes at both Tokai and Cecilia. An example is the multi-use, perimeter shade route currently being implemented at lower Tokai, below Orpen Road, which is near completion. The perimeter shade route is being developed for recreational use by walkers, dog walkers, cyclists and horse riders. The route will also serve as a fire break and will be planted with indigenous shade trees along its length. At Cecilia a shaded route from Constantia Nek to Kirstenbosch is planned which will provide ‘broken’ shade along existing heritage plantings (the cork oaks), through the riverine kloofs and “transition” planting areas.
Fourthly, a radical concept was developed in the consultation process for the establishment of ‘transition planting areas’ where non-invasive exotic shade trees could be planted in designated areas in cyclical transition with fynbos. These areas are along the periphery of lower Tokai, adjacent to the Tokai Arboretum and on the lower slopes of Cecilia. The type of tree appropriate to the area will be determined through further study and consultation with stakeholders.
Finally, recognising that TMNP is a World Heritage Site and nationally protected conservation area, there are within the city areas, 18km of established public open space that form part of the Constantia and Tokai greenbelt system which can be planted with shade trees for recreation.
There are in excess of 750km of footpaths and tracks in Table Mountain National Park which dissect the fynbos covered areas of the park.
The park keeps a daily record of all patrols across the park and staff in the field undertake maintenance on an annual basis. | https://www.constantiabergbulletin.co.za/news/sanparks-a-law-unto-itself |
Location The hotel is located in the north-east of Moscow, 10 km away from the city centre. Hotel guests can stroll to the Botanical Garden and to the fountains of the All-Russia Exhibition Centre, which is located nearby. One can also reach the centre of the city in 15 minutes from the hotel by walking to the metro station Botanichesky Sad in 5 minutes. Sheremetyevo International Airport of Moscow is situated approximately 30 km from the hotel. Facilities The hotel was built in 1954. Guests are welcomed at the accommodation, which has a total of 480 rooms. Most of the storeys can be reached by lift. Amenities include a baggage storage service, a safe and a currency exchange service. Wireless internet access in public areas allows travellers to stay connected. Among the culinary options available at the establishment are a restaurant, a dining area, a café and a bar. Various shops are available, including a supermarket. There is also a garden. Additional facilities at the hotel include a newspaper stand. Those arriving in their own vehicles can leave them in the car park of the accommodation. Available services and facilities include medical assistance, room service, a laundry service and a hairdresser. In addition, a shuttle service is offered. Rooms Each of the rooms is appointed with air conditioning and a bathroom. A sofabed ensures a good night's sleep. Separate bedrooms are also available. A minibar and a desk are also available. Additional features include a fridge and a mini fridge. An ironing set is also available for guests' convenience. Other features include internet access, a telephone, a TV and WiFi. The bathrooms have a shower and a bathtub. The establishment offers non-smoking rooms. Sports/Entertainment The hotel offers a sauna (for a fee) to travellers. Meals Bed and breakfast is bookable. Options include breakfast. Payment The following credit cards are accepted at the accommodation: American Express, VISA and MasterCard.
Double Comfort is 194 square feet.
Amenities: | https://www.guestreservations.com/tourist-hotel-moscow/booking |
The historical downtown Toronto neighbourhood of Regent Park is undergoing a remarkable transition that will see its revitalization to an innovative mixed-income, mixed-use community. Key principles of the renewal include urban planning for the way we live today, lower operating costs, an environmentally-friendly neighbourhood, and a connection between Regent Park and the surrounding community. Central to the neighbourhood is the Big Park, which will provide a range of amenities and features to support the neighbourhood and complement the broader revitalization.
Scope of Services
TMIG, as part of The Planning Partnership team, provided municipal infrastructure engineering for the park and all its services. Services include the provision of potable water and sanitary for fountains and water play areas, and stormwater management design to minimize the dependency of the park on the City’s receiving storm infrastructure.
Project Highlights
Extensive coordination with The Planning Partnership design team yielded an integration of services that supported and respected the broader objectives and artistic vision for the park.
Project Details
Client:
City of Toronto (as part of The Planning Partnership Team)
Location:
Toronto, Ontario
Duration: | http://tmig.ca/projects/regent-park-the-big-park/ |
Covering 240 acres and opened since 1982, the Lettuce Lake Park stretches through several ecosystems – such as wetland, forests, and plains – and has a visitor's center, camping sites, picnic areas, trails, and playgrounds.
Bayshore Boulevard is a 4.5-mile sidewalk trail that follows the shore of the water, with great opportunities for walking, rollerblading, biking and jogging. It claims to be the longest continuous sidewalk in the world.
Being 29,040 feet long, the Sunshine Skyway Bridge is the longest cable-stayed concrete bridge in the world. It stands 190 feet above the water.
Curtis Hixon Waterfront Park is an eight acre park with an urban design. The park features two interactive fountains as well as a playground, dog run, picnic areas, and walking trails.
Known as one of Florida's first state parks, Hillsborough River, opened in 1938 and features swift flowing waters with Class II rapids. Visitors can enjoy kayaking, fishing, and hiking on the 7-miles of trails around the wetlands.
Established in 1905, Hyde Park is a community styled shopping area with several boutique shops and restaurants. Parking options include two parking lots and three parking garages, several of the stores allow pets, and the establishment hosts events such as the Tampa Kids Market.
15 big-cat species have found their permanent home at the Big Cat Rescue, among which there are ocelots, lions, servals, and tigers. | http://www.tripbuzz.com/free-things-to-do/tampa-fl |
Holmes Run Park/Duke Street Dog Park Improvements
Location:
Project Description:
Recreation, Parks, and Cultural Activities (RPCA) is currently designing a renovation of the Duke Street Dog Park, scheduled for implementation within 2018/2019. Per the Holmes Run Park Improvement Plan (2014), the design concept (shown below) includes adding a small dog area and large dog area, water fountains, and shade trees to the site. The proposed concept also includes shade structures that may be installed at a later date, as funding allows.
Progress Update:
The design for the Duke Street Dog Park was updated over the winter based on the comments received in September. Modifications include adding a hose bib connection to the water fountains, extending the pavement at the entrances to connect to ADA accessible benches, changing the plantings between the two dog areas, and adding trees to the perimeter of the dog park. Future improvements may include small park shelters and lights. The project will transition into the construction stage, which will be phased over the summer and early fall.
Status:
Procurement
Schedule:
2018/2019
Construction Updates:
The water fountains and new walkway will be installed first. These improvements are outside the existing fenced area and installation will not require the closure of the dog park.
Contact: | https://www.alexandriava.gov/recreation/info/default.aspx?id=105508 |
6404 S. Ellis Ave.
Chicago, IL 60637
The following remain closed: all playgrounds, all pools, some spray features, beaches and all other areas & facilities east of Lake Shore Drive except for the Lakefront Trail, harbors and golf courses. 100+ spray features are open now. Water fountains remain off. The Lakefront Trail and The 606 are open, users must keep it moving. Most fieldhouses are open 9 am – 5 pm weekdays for washrooms and shelter only. GO HERE to learn more.
All playgrounds remain closed as part of the Chicago Park District Coronavirus response. Equipment is not being cleaned or sanitized. We ask that parents keep children away from the equipment to prevent the spread of the virus. Learn more.
6404 S. Ellis Ave.
Chicago, IL 60637
Located in the Woodlawn neighborhood, Mamie Till-Mobley Park is 0.66 acres and it is an idyllic location for families to spend a portion of their day relaxing, enjoying nature and the outdoors. This park contains a playground with swings, slides, climbing apparatus, basketball court. Activities that are played at this park include basketball.
History In 1957, the City of Chicago created this small park on South Ellis Avenue near 64th Street as part of a city-wide program to provide additional recreational space in under-served neighborhoods like Woodlawn. Woodlawn's population increased by 23% between 1930 and 1960, though there was virtually no new construction during that period. At the same time, the proportion of African-American residents in Woodlawn rose from 13% to 89%. In 1959, the city transferred the small playground to the Chicago Park District, along with more than 250 other properties. Ten years later, at the urging of the 63-6400 Ellis Block Club, the park district began to acquire vacant property adjacent to the original park site. The lot became part of 64th & Ellis Park in 1974, tripling the park's size and providing room for new basketball and volleyball courts. The park district rehabilitated the playground area in 1984 and again in 1990.
Meetings held on the 2nd Thursday of the month at 6:30pm in Harris Park. | https://www.chicagoparkdistrict.com/parks-facilities/mamie-till-mobley-park |
Set among glorious shady trees and tropical gardens, Outback Caravan Park Tennant Creek is a great stopover destination after a long drive through the breathtaking outback of the Northern Territory. Popular with Government, Corporate/Workforce and tourist travelers, a shaded swimming pool provides welcome relief in the middle of the Territory's Golden Heart. With spacious drive-through sites, grassed camping areas and a choice of serviced accommodation options, enjoy the experience of the Australian bush with comfort and safety. | https://topparks.com.au/caravan-parks/northern-territory/outback-caravan-park/info |
Los Alamitos Creek Trail is a 9.8 mile moderately trafficked out and back trail located near San Jose, California that features a lake and is good for all skill levels. The trail offers a number of activity options and is accessible year-round. Dogs are also able to use this trail but must be kept on leash.
dogs on leash
wheelchair friendly
kid friendly
stroller friendly
hiking
mountain biking
nature trips
road biking
walking
bird watching
running
forest
lake
partially paved
views
wildlife
Laura Vasquez recorded Los Alamitos Creek Trail
Very nice trail to bike with children
Jussi Doherty recorded Los Alamitos Creek Trail
Very comfortable trail. You can take anyone here... mostly flat, some shady areas, nice view of lake or creek the whole way.
Nice paved trail. Great for walking, running, biking. All ages and fitness levels. Shaded and pretty.
Partial Los Alamitos creek trail and urban roads.
JW Smith recorded Los Alamitos Creek Trail
Great trail. Went out about 2.6 miles and back 5.3 miles total with our two huskies and two other people with huskies. Great hike. Paved trail with water fountains so we didn’t need water for the dogs!
Natalie Hogue recorded Los Alamitos Creek Trail
It you want more of a walk rather than a full hike this trail is perfect for you. It’s paved, shaded and flat
Lindsay H.
Great walking trail and great for a small dog. Flat with some wooded scenery that parallels residential area. Unlike many trails in the Bay Area Not to crowded on a weekend.
Robyn Rauss recorded Recording - Oct 12, 09:16 AM
Not scenic but easily accessible for some easy miles.
Some shaded areas, some exposed. Try to go early morning when weather is cool. Mostly flat, good for running. Bring road running shoes.
easy trail more like a walking trail, flat and well crowded.
Walking
Good trail for the dogs
Great place for a fast walk. Very birdy, fun for kids.
Very relaxing and no too hard
Started at Almaden Lake and walked about 1.5 miles before turning around. Route was paved and flat, but didn't have a lot of shade for this warm day. | https://www.alltrails.com/trail/us/california/los-alamitos-creek-trail |
NM-INBRE wants to know more! Please share any news including research, grants received, alumni, staff or current student recognitions/awards received, publishing a book or a relevant article, student organization news and upcoming or past events. The information you submit will be used to report relevant activities and accomplishments to the INBRE network through Social Media and the NM-INBRE Website.
Name
*
First
Last
Email
*
Enter Email
Confirm Email
Institution
Information about News and/or Event
Include name(s) with title/major
*
Please make sure to include all the details
Spell out any abbreviations or acronyms
If available, please include pictures
Supported Links
If available, please include any link to the official press release site or website
Link to social media or event page
CAPTCHA
Email
This field is for validation purposes and should be left unchanged. | https://nminbre.org/news-highlights-report/ |
This version first released with CPP Property Services Training Package Release 9.0.
Supersedes and is equivalent to CPPSEC3032A Gather information by factual investigation. Updated to meet the Standards for Training Packages
Application
This unit specifies the skills and knowledge required to conduct factual investigations. It includes conducting desk-based research and using communication skills to conduct interviews and meetings and take statements to record factual information. The unit requires evidence collection and compliance with evidence management principles.
A person working at this level would be expected to take responsibility for organising and completing tasks assigned to them without close supervision.
This unit forms part of the licensing requirements for people engaged in investigative services in some states and territories. For further information, check with the relevant regulatory authority.
Pre-requisite Unit
None.
Unit Sector
Investigative services
Elements and Performance Criteria
|
|
Elements describe the essential outcomes.
|
|
Performance criteria describe what needs to be done to demonstrate achievement of the element.
|
|
1
|
|
Prepare for factual investigation.
|
|
1.1
|
|
Review work instructions, procedures and workplace policies to ensure required authorisations and compliance with legal rights and responsibilities when conducting factual investigation.
|
|
1.2
|
|
Conduct preliminary research and enquiries to clarify investigation and client requirements in consultation with relevant persons.
|
|
1.3
|
|
Identify possible information sources and select investigation methods that are valid, reliable and make efficient use of resources.
|
|
1.4
|
|
Access required investigation equipment and resources and check to confirm correct operation.
|
|
1.5
|
|
Plan and sequence factual investigation activities to meet work instructions and timeframes.
|
|
2
|
|
Undertake factual investigation and gather evidence.
|
|
2.1
|
|
Seek permission to record interviews and meetings in accordance with legislative requirements and codes of conduct.
|
|
2.2
|
|
Conduct and record oral interviews and meetings to gather factual evidence.
|
|
2.3
|
|
Take comprehensive statements and collect physical evidence to support available facts.
|
|
2.4
|
|
Assess gathered evidence to check sufficiency and accuracy and source additional required information to meet work instructions.
|
|
2.5
|
|
Collate factual evidence and check to confirm its relevance, validity and admissibility in court.
|
|
3
|
|
Finalise factual investigation.
|
|
3.1
|
|
Present factual information in a documented report that addresses work instructions and complies with workplace standards for style, format and accuracy.
|
|
3.2
|
|
Present report to relevant persons within agreed timeframes.
|
|
3.3
|
|
Securely store factual investigation records and evidence in accordance with evidence management principles.
Foundation Skills
As well as the foundation skills explicit in the performance criteria of this unit, candidates require:
- oral communication skills to:
- ask questions to clarify information and elicit facts
- listen to oral responses to accurately comprehend spoken information
- relate to people demonstrating sensitivity to individual social and cultural differences
- writing skills to:
- accurately record factual details using plain English
- record oral statements in the required legal format.
Unit Mapping Information
Supersedes and equivalent to CPPSEC3032A Gather information by factual investigation. | https://training.gov.au/Training/Details/CPPINV3030 |
1. Once you've logged in, click into the 'Placements' module.
2. Click on the 'Add Placement' button on the top right-hand corner of the page. This will take you to an empty placement form.
3. Under Student Details: type the first few letters of the student's name and select the correct student from the drop-down menu. In the 'student notes' box, you can also add notes about the student that you think the employer should be aware of.
4. Under Employer Details: type the first few letters of the organisation and select the correct organisation from the drop-down menu. The address and compliance status of the organisation selected will be auto-filled.
5. Under Employer Work Placement Manager Details: select the correct contact from the drop-down menu.
To find out more about adding contacts against employers, visit 'How to: create an employer record.'
6. In this section, you can also decide whether you would like the employer to receive emails from Navigate to (1) confirm the placement, (2) track attendance, and (3) gather feedback.
To find out more, visit 'Understanding: email communication with employers'
7. Under Placement Details: Choose the work experience co-ordinator from the drop-down menu. Fill in the planned hours, dress code, and placement description and objectives. Choose the placement hours and select the placement days from the calendar.
Note: A summary of the placement days selected is generated below.
8. Once completed, scroll to the top of the page and press 'Save'. The placement is now added against the student.
If you require further support please click 'New Support Ticket' to get in touch with us. | https://navigatehelp.freshdesk.com/support/solutions/articles/47001130372-how-to-create-a-placement |
|4||Media work on post-2015 issues:
|
(a) Press conferences
(b) Advertorial
(c) Interviews
(d) Radio presentations
(e) Articles/press releases
|To create awareness on post-2015; to influence our government on intergovernmental negotiation process; to boost the campaign through media||2500||January-September|
|5||Advocacy visits to Governments, UN Systems in Abuja.||to gather relevant information from stakeholders on the negotiation process; and to participate in regional, zonal and local conferences, workshops, training and meetings.||4300||Periodical|
|6||Communication (internet, phone, postage) and information sharing on post-2015 and related documents from OWG, UNMC, Beyond 2015, IFP, CAN etc||To network/collaborate with stakeholders, to keep abreast of issues on post-2015; to boost the campaign at the national and international level.||1000||January – September
|
(continuous)
|7||Writing, collating and production of reports||For transparency and accountability||200||September|
|Grand Total||15000|
INVOICE
Africa Disability Alliance (ADA)
Attention: Mr Kudakwashe Dube,
Chief Executive Officer
P.O. Box 1201, Menlyn Centre 0077,
Pretoria, South Africa
Block 5A Sanwood Office Park,
379 Queens Crescent, Lynwood,
Pretoria, South Africa
Dear Sir,
AN INVOICE ON THWE FIRST TRANCHE OUT OF 15000 EUROS
We hereby raise an invoice for the release of our first tranche out of a sum of 15000 Euros towards the our work on post-2015 development agenda in accordance with Beyond2015 contract “Consolidating Beyond 2015’s Engagement in Post-2015 Agenda from January to September 2015.
Our bank details are:
Bank Information (for grantee receiving wire transfers)
|Bank Name:||Guaranty Trust Bank Plc|
|Branch Name:||GTB Awolowo Junction|
|Branch Address:||GTB Awolowo Junction Branch, UI/Secretariat Expressway, Ibadan, NIGERIA|
|Swift/ABA Code:||GTBINGLA|
|Account Code:||Euro Acc No:0029537962; US$ Acc. No:0029537948|
|Account Beneficiary:||CAFSO-WRAG for Development|
|Alternative Name:||Childolescent and Family Survival Organization – Women’s Rights Action Group|
Correspondent Bank Information (if applicable):
|Bank Name:||CITIBANK, LONDON|
|Account Number:||5511615|
|Swift/ABA Code:||CITIGB2L|
Thank you for your cooperation. | http://cscsdev.org/2015/02/ |
Please complete this form for each new teacher and teacher aide you would like added to TSS’s pool of replacement staff.
Step
1
of
5
20%
To Begin:
This form asks important details EPC require to effectively find and place staff for daily cover at TSS. It takes
no more than 5 minutes per person
to complete and asks about their contact details, skillset, general availability and accreditation.
Importantly,
entering a person's details here indicates to the EPC team that this person has completed all relevant TSS compliance and induction checks, and is ready to be placed at your school.
Our team are here to help.
Please don't hesitate to contact us on: (07) 5479 5832 or email [email protected] if you have any questions or issues.
Please complete the following questions about the new TSS teacher or teacher aide.
Name and Contact Details
Name
*
First
Last
Phone
*
Email
*
Enter Email
Confirm Email
Residential Suburb
*
Postcode
*
Preferred Roles and Availability
Type of Work
*
Supply (casual) work only
Contract work only (5+ days)
Both supply and contract work
Typical Availability
Select which days they are usually open to working. Hold the 'Ctrl' key to select multiple days.
*
It will be assumed that availability is for the full school day unless specified in notes section below. Note also that if a day is not selected here, the person will not be offered work on that day of the week.
Mondays
Tuesdays
Wednesdays
Thursdays
Friday
Note any typical exceptions to otherwise full day availability.
Hidden
Types of schools: (tick all that apply)
ANY AND ALL
TSS ONLY
Preschool
Primary Schools
Secondary Schools
Independent
Anglican
Catholic
Public (State) schools
Private
Montessori
VET / TAFE
Special Needs
Hidden
Regions: (tick all that apply)
Gold Coast
Northern NSW
Brisbane South
Brisbane North
Central Brisbane
Brisbane Bayside
Hidden
(Optional) Tell us extra detail on the maximum distance (km) and/or time (mins) you're happy to travel for work opportunities:
e.g. within 45 mins, up to 50 km
Hidden
Any other school type or location requirements:
1 of 50 max words.
Preferred Subjects and Year Levels
Please select which areas they hold qualifications in or are experienced in supervising. This will inform what TSS roles they will show as being eligible for.
*
If you select Primary or Secondary teaching below, a list of relevant subjects will appear. For each applicable subject, simply indicate whether they are A) qualified to teach or B) experienced in supervision only. Skip over the subjects not applicable.
Preschool
Primary school teaching
Secondary school teaching
Teacher aide cover (primary or secondary)
Preschool
*
IMPORTANT: To work as an educator at TSS Preschool the teacher must hold a minimum of CertIII in Children’s Services or CertIII in Early Childhood Education and Care AND have undertaken TSS-specific ECE training at the preschool. Which applies here:
Has the ECE training quals (only)
Has ECE training quals AND completed TSS-specific ECE training
Primary school subjects
Reception (Prep)
Trained
Able to supervise
G1-3
Trained
Able to supervise
G4-6
Trained
Able to supervise
Language
Trained
Able to supervise
PE
Trained
Able to supervise
Primary Art
Trained
Able to supervise
Primary Music
Trained
Able to supervise
Information Communication & Technology (ICT)
Trained
Able to supervise
Special education
Trained
Able to supervise
Secondary School Subjects
Secondary school subjects:
Art
Trained
Able to supervise
Business & Economics
Trained
Able to supervise
English
Trained
Able to supervise
Geography & History
Trained
Able to supervise
Home Ec & Hospitality
Trained
Able to supervise
Health & Phys Ed (HPE)
Trained
Able to supervise
Humanities & Social Sciences
Trained
Able to supervise
ICT & Design
Trained
Able to supervise
Manual Arts
Trained
Able to supervise
Maths
Trained
Able to supervise
Music, Dance & Drama
Trained
Able to supervise
Science
Trained
Able to supervise
Special needs
Trained
Able to supervise
Film, TV & New Media
Trained
Able to supervise
Language
Trained
Able to supervise
Librarian
Trained
Able to supervise
Religion & Philosophy
Trained
Able to supervise
List any other skillsets or details that may be relevant to our team matching this person for appropriate roles at TSS:
Credentials and Authorisation
Firstly, indicate the main role they will be covering...
*
Teacher
Teacher Aide
Early Childhood Educator
IMPORTANT: only TSS-approved ECE's should select Early Childhood Education here.
Credentials (optional)
Upload the CV and any relevant supporting documents (e.g. references, training certificates).
Upload CV and supporting documents
*
Accepted file types: doc, pdf, docx, Max. file size: 5 MB.
Up to 5 files (doc, docx and PDF format only), 5Mb maximum size each file
Hidden
Please select which option is true for you:
I hold current mandatory training certification in accordance with government requirements
My mandatory training is in process. I will provide certification details within 30 days
I do not (and do not intend to) work in public schools in the foreseeable future therefore understand that these mandatory training requirements are not applicable to me at this time
If none of these options relate to you please contact us to discuss.
Teacher Registration Numbers
Queensland College of Teachers (QCT) Registration Number:
*
Current Qld Education Employee Number (if applicable):
Authorisation
Your Name
*
First
Last
Your Position
*
Your Position at TSS
Your Email
*
Enter Email
Confirm Email
Authorisation
*
By checking this box I confirm that the person of subject in this form has undertaken all the necessary TSS compliance checks, and is subsequently eligible for EPC to now place at TSS into supply roles that align with the training and skillset detailed in this form, unless or until such time as otherwise notified by an authorised TSS representative.
Email
This field is for validation purposes and should be left unchanged. | https://www.reliefteachers.com.au/tss-new-staff-registration/ |
Can you explain how an external application can be used to interact with Helical Insight ?
Hello Raunak,
For interacting external application with Helical Insight a technique used known as “Custom Authentication”. Custom Authentication refers to the ability of an application to be authenticated through the credentials of another application.
This means, that if two separate applications, each having its own authentication process, are linked together, then, authentication through one application also authenticates the second application. This type of granting access is useful when embedding one application into another or integrating two or more applications together.
Custom Authentication in Helical Insight:Helical Insight can be integrated with other applications in multiple ways, and if need be, can allow custom authentication process to authenticate the users of the parent application and give access to the Dashboards visualized in Helical Insight. To enable custom authentication, there is a two part process to be followed -
- Configuring Parent Application to send the authentication details.
- Configuring Helical Insight to access and validate the authentication details.
A) Configuring Parent Application :
- The parent application must send an encrypted token (by the parameter name “authToken”) along with the URL to Helical Insight.
The token will contain the encrypted username, password, organization name (org_name) and role, separated by “|”(pipe symbol).
Example:
Decrypted parameter
authToken=username=user|password=pass|org_name=newOrg|role=ROLE_ADMIN,ROLE_USER,ROLE_XYZ
Encrypted parameter
authToken=KN1mwb0cgK6ODM24-B3Cwf6KkbN-Tp_tLsdGxd5nsD4cWmVW824HHrRJT11Vu2gB3XpET5rYmFk0WMTjM2-qCnFjkQUBFnnXHkkc2a1RfRN4pNCOrV_pfXeIK3TrVNl4
- Encryption Method
Encryption can be done by any algorithm, mode, padding and key. The same information must also be stored in a configuration file in Helical Insight to enable the decryption process.
NOTE : For the provided sample the following details are being used -
cipherAlgorithm = AES cipherMode = ECB cipherPadding = PKCS5Padding cipherKey = HSpnzzfCLqrBn8Lk
B) Configuring Helical Insight :Following are the steps : Step1 : Go to Helical Insight file system.
Step2 : Add the provided JAR files into “/apache-tomcat-7/webapps/hi-SNAPSHOT/WEB-INF/lib” directory.
List are JAR files are : click here to download jar files (246.5 KB)
- customFilterAuthentication.jar
- gwt-crypto-2.3.0.jar
- Cipher.jar
Step3: Create a properties file by the name “customAuthentication.properties” and place it into “/apache-tomcat-7/webapps/<Helical Insight instance>/WEB-INF/classes”.
This file must have the following properties -
cipherAlgorithm = AES Algorithm used for encryption and decryption cipherMode = ECB Mode used for encryption and decryption cipherPadding = PKCS5Padding Padding used for encryption and decryption cipherKey = HSpnzzfCLqrBn8Lk Cipher Key used for encryption and decryption
Click here to download customAuthentication.properties (274 Bytes)
Step4 : Add the following authentication configurations in
/apache-tomcat-7/webapps/hi-SNAPSHOT/WEB-INF/spring-security.xml
In the same file, replace the snippet
with
Step5: Restart the Helical Insight application.
Regards,
Helical Insight Team
Hi Helical,
I am using community edition.
I am trying to embed within another application and to implement encrypted credentials using authToken parameter.
Can you please help with the required files and instructions needed to set this up.
The link provided in the post above is broken. Thank you.
Hi Arblack,
The SSO blog and the relevant encryption decryption files can be downloaded and used from the below link.
Plz note that if you are using Community Edition then it does not have Organization functionality, so accordingly make sure that you are making changes in the token.
HI,
Thanks for your quick reply. I got the SSO.zip file and found that the references to OrganizationService in the CustomUserDetails class will cause compilation errors.
Even after commenting those references to ‘Organization’, still the following line in CustomAuthenticationFilter, was not working. The request was not having username parameter, although decryption was successful.
authRequest = new UsernamePasswordAuthenticationToken(request.getAttribute(“userName”), (Object)"");
I finally did this preAuth.txt (4.0 KB) in PreAuthenticationFilter.
I am still looking for a more elegant solution using JWT or LDAP integrations.
Let me open a new post on the problem I face with JWT method.
Thanks again.
Hi
We are going to try and confirm from our end.
Meanwhile can you try below and confirm
a. Try SSO code without commenting out the organization part.
b. When you create token (for encrypting) use only username to create token, do not have organization name while creating token
Please try the above and update about the result.
As far as LDAP is concerned you may also find this interesting
Hi,
Please note the responses below.
a. Try SSO code without commenting out the organization part.
It results in compilation errors, as there are no models and Services for the Organization in community edition.
b. When you create token (for encrypting) use only username to create token, do not have organization name while creating token.
I don’t use organization name in the token. My unencrypted string is “username=hiuser|password=hiuser|role=ROLE_USER”. It doesn’t work, throwing some exception. It even complained about , Failurehandler, SuccessHander, PostOnly options in the spring-security xml file. | https://forum.helicalinsight.com/t/how-external-application-is-used-to-interact-with-hi/211 |
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a powerpoint slide presentation. Remember your audience when giving your presentation and include the following slides:
- Title slide
- Highlighting the importance of workplace diversity
- Discussing the points that were included in your diversity plan
- Describing how culture and inclusion impact your organization
- Providing examples of how diverse workgroups work together in the workplace
- Gives examples of strategies used to incorporate Hofstede’s cultural dimensions in a global workforce
- Provides best practices for managers associated with managing a diverse, global workforce
- Conclusion slide that includes a summary of why you should win this award
- Any additional, relevant information
- References
Our order form provides entries for your order information such as the deadline, number of pages or words required, the level of assignment, and the subject area. Kindly provide your writer with as much information as you deem necessary for maximum output. Once you confirm that all the necessary details are presented, confirm the quotation and continue.
Proceed to checkout and complete payment for your order. The assigned writer will receive a notification and begin working on your assignment immediately. We do not reveal your personal details to anyone.
All our writers are highly skilled in various fields. We have a library of resources that are put in to developing your essays during the writing process. You can keep track of the progress by chatting with the writer or support.
Login to your account and click ‘completed’ tab on the left to download your paper. | https://homeworkhelpcenter.com/importance-of-workplace-diversityimportance-of-workplace-diversity/ |
1. Customer Meeting - The intent of the meeting is to gather requirements. This includes the following.
a. Confirming Objectives
b. Obtain all Use/cases
c. Identify Scope of Work
d. Key Stakeholders
e. Examples
f. Timelines
g. Verify Billing Information matches the Proposal, which comes from the latest Quote within the Account section of Momentum
2. Project Creation - Once a customer has indicated that they want assistance with Professional Service work, the following steps must be completed.
a. If existing customer, the CSM will check with accounting to make sure that there are no accounting issues that warrant a halt on work.
b. Next, a proposal is created and stored within Microsoft Teams, under the Customers channel > "Name of Customer" > Files > "Project Name". NOTE - The template can be found here.
i. The initial yellow highlighted fields of the document are to be filled out along with each objective. NOTE - Each objective MUST have a number associated with it that will be used throughout the project.
c. In Asana, a project is created using the same name as the Teams "Project Name"
i. Next, you'll create a task for each objective. NOTE - Make sure you use the exact Objective Name and number.
ii. In the Description Section, of each task, you'll add the Objective details from the Proposal. NOTE - After the proposal is signed, any changes in scope or added details are to be noted within the Description Field along with the date of the change.
d. In Harvest,
- If Existing Customer - Add the project name of "Name of Customer" > Files > "Project Name". This should match the proposal and the Asana project. Add user's to the project.
- If New Customer - Create the Company, Project, and applicable Users to the project.
3. Estimate Meeting - This is scheduled with internal technical experts once the rough draft of the Proposal is completed. The objective is to confirm that there are no outstanding questions for the customer. For any objective that doesn't have outstanding questions, The technical design will be reviewed, or discussed and then an estimate will be assigned for the work. NOTE - If Subcontractor estimates are needed, then technical design/requirements will be completed by an Internal Technical Expert.
If Subcontractor Work:
i. The requirement and technical design will be sent to the Subcontractor to have them confirm the technical design viability and provide there own estimate to make sure it aligns with ours.
ii. Confirm Subcontractor availability to make sure that they align with customer expectations.
iii. IMPORTANT - Ask the Subcontractor for their confidence level in the estimates, as well as if they have experience doing the type of work that's defined. This is needed to better understand the potential of estimate overages.
iiii. IMPORTANT - Schedule a meeting to meet with the Subcontractor if there's ANY clarity required or concerns about communication.
4. Proposal Acceptance
a. Once the customer agrees to the definition of the objectives in the Proposal, they will sign and return the document.
b. The Proposal document will be saved within Microsoft Teams, under > Customers > "Name of Customer" > Files > "Project Name", with the file name of ("Name of Customer"+"Project Name"+ the wording of "Objectives Accepted". It will also be stored under Momentum as an Attachment under the Account within the Notes section. The name of the file should be the same as the filename in Teams. ("Name of Customer"+"Project Name"+ the wording of "Objectives Accepted")
5. Starting Work - Once the retainer is received, Accounting will notify the CSM who will then assign resources, and due dates, for each task, within Asana.
6. Project Management
a. In Asana, tasks are to be reviewed daily to ensure they are on time and that no outstanding questions are blocking progress
b. Billing Review - Twice a month, or sooner if the project is smaller in scale, Harvest will be reviewed and compared against the task progress to make sure the budget is on track. IMPORTANT - If the project is not on track, please escalate internally.
c. Change in Scope
Notate large and smaller have different scenarios
7. Completion & Acceptance
a. All Completed objectives should be reviewed and approved by the customer, within Asana.
b. Once approved, deployment dates need to be discussed and finalized. NOTE - Objectives Dependencies need to be kept in mind.
8. Project Archive
a. Once the project work is completed and approved by the customer, Accounting will be notified in the end of the month Billing Meeting.
b. Accounting will notify the CSM that it's OK to Archive the project in the end of the month Billing Meeting. | https://thinkflywheel.freshdesk.com/support/solutions/articles/42000051467-project-implementation-high-level-process |
Current Vacancies at LeadHire Limited
LeadHire, we understand that for any desired organisational goal to be achieved, the right talent must be synchronized with other forms of resources, hence, our reason for existing.
We are recruiting to fill the position below:
Job Title: Field Officer
Location: Lagos
Job Description
- This is a contract base position. Candidate are needed to work for period of 3 months for a consulting firm.
Job Responsibilities
- Research companies in different industries and gather relevant details about them
- Make contact with relevant representatives in the client companies
- Update the company’s clients’database with relevant data
- Submit Proposals to client companies
Job Requirements
- Residents around Lekki/Ajah preferred. It is a temporary employment
- Fresh graduates or people awaiting NYSC can apply
Application Closing Date
12th January, 2019.
How to Apply
Interested and qualified candidates should send their Application and CV to: [email protected]
Job Title: Customer Service Officer
Locations: Akwa Ibom, Anambra, Bayelsa, Bauchi, Benue, Cross River, Gombe, Imo, Kaduna, Kano, Kebbi, Kogi, Katsina, Nassarawa, Ogun, Osun, Ondo, Oyo, Kebbi, Plateau, Zamfara
Job Type: Contract
Slot: 21 Openings
Requirements
- Must be resident in the state you are applying for.
- Excellent communication skills.
- Excellent interpersonal skills.
- Strong organization skill.
- Undergraduates can also apply.
Application Closing Date
22nd January, 2019. | https://www.jobsfornaija.com/2019/01/05/current-vacancies-at-leadhire-limited/ |
The Sevenoaks Fund, which is administered by Sevenoaks Town Council (We), are committed to protecting and respecting your privacy.
This policy (together with our terms and conditions (our terms) sets out the basis on which any personal data we collect from you, or that you provide to us, will be processed by us. Please read the following carefully to understand our views and practices regarding your personal data and how we will treat it. By registering your details with us you are accepting and consenting to the practices described in this policy.
For the purpose of the Data Protection Act 1998 (the Act), the data controller is Sevenoaks Town Council of Council Offices, Bradbourne Vale Road, Sevenoaks, TN13 3QG.
- Introduction
This policy applies to information we collect about:
- visitors to our website.
- people who make donations with us or register with us.
- The information we collect about you
When you use the Sevenoaks Fund website or register with us we may collect the following personal information from you:
- Your name
- Your postal address, email address and telephone number
- Your payment details such as debit or credit card numbers, although please see below in respect of Stripe.
- How we will use the information about you
- We gather this information to allow us to collect donations and or raise funds for the projects listed on our website. The relevant information is then used by us to communicate with you on any matter relating to the conduct of your instructions in general. We may also contact you about other charities we think may be of interest to you.
- We may use aggregate information and statistics for the purposes of monitoring website usage in order to help us to develop our website. We may also provide such aggregate information to third parties. These statistics will not include information that can be used to identify you.
- Marketing
We will not directly market to you (except in relation to similar goods and services and then only be email or text) unless you specifically opt-in to this at the time of registration.
- Cookies and other information-gathering technologies
- For more information on which cookies we use and how we use them, see our Cookies policy [ADD LINK].
- UK Gift Aid
- Where applicable, if you wish to claim UK Gift Aid on the donation, we will collect relevant personal information about you.
- If you are eligible for UK Gift Aid we may also request you to confirm your UK residential address (if you have not already done so).
- We will forward your details to the applicable charity for the purposes of Gift Aid who will process your claim.
- Stripe
- We work with Stripe which provides our secure payment service. When making a donation on our website, your card details are processed and stored securely by Stripe.
- Stripe Payments UK, Ltd. is a company registered in 9th Floor, 107 Cheapside, London, EC2V 6DN.
- How we protect your information
- We have put in place the following security procedures and technical and organisational measures to safeguard your personal information: [PROVIDE DETAILS OF SECURITY MEASURES IN RELATION TO THE PERSONAL DATA PROCESSED, EG FIREWALLS, BROWSER CERTIFICATION TECHNOLOGY, ENCRYPTION, LIMITED ACCESS, USE OF PASSWORDS, ETC AS APPROPRIATE – SPEAK TO YOUR WEB DEVLOPER ABOUT THESE].
- We will use reasonable efforts to safeguard your personal information. However, you should be aware that the use of the Internet is not entirely secure and for this reason we cannot guarantee the security or integrity of any personal information which is transferred from you or to you via the Internet.
- Access to your information and updating and correcting your information
- You have the right to request a copy of the information that we hold about you. If you would like a copy of some or all of your personal information, please send an email to [email protected]
- We want to ensure that your personal information is accurate and up to date. If any of the information that you have provided to the Sevenoaks Fund changes, for example if you change your email address or name, please let us know the correct details by sending an email to [email protected]. You may ask us, or we may ask you, to correct information you or we think is inaccurate, and you may also ask us to remove information which is inaccurate.
- How to contact the Sevenoaks Fund
- Links to other websites | http://sevenoaks.jenniethomas.co.uk/privacy-policy/ |
In the event that your customer becomes a debtor, the more relevant information you have the better your prospects of making a recovery.
This article aims to highlight information which you should if possible gather in respect of customers and illustrate why that information is important if you require to instruct an agent to pursue debt on your behalf.
Identity
Particularly when dealing with businesses, it may not be obvious precisely who is your customer.
A customer may provide you with the name of their business - but it could be the business name of a sole trader, a limited company, a partnership or other type of corporation. Make sure you are clear which individual or organisation is behind the business name.
If you are dealing with an individual trading as a particular business, confirm his business and personal addresses. Ultimately, you would be entitled to pursue payment from all assets of the individual; not just assets which relate to his business.
If you are dealing with a partnership, in addition to the details of the partnership itself, find out the names and addresses of the individual partners. Each of the partners are liable for the debts of the partnership and you would be entitled to pursue payment from all of them.
Particularly when dealing with limited companies there is scope for confusion. Your customer may be part of a group of companies, each with almost identical names. Clarify the precise name of the company you are engaging with and confirm its registration number - registration numbers are particular to each individual company. Company names and numbers can be checked for free on the very useful Companies House website. Confusion as to which company you have contracted with can open up the possibility of a company disputing that they are indebted to you.
Your customer might also appear to be a different type of corporate body, such as a local authority or other government body. Again, however, make sure you are clear exactly with whom it is you are dealing. Local authorities sometimes have limited companies under their umbrella. For example, Culture & Sport Glasgow is a trading name of a limited company rather than Glasgow City Council. The NHS is split into different trusts. Make sure you have the full details of the particular trust.
Contact details
It is vital to have a current residential address for any individuals with whom you are contracting. Ultimately, if you do not know the whereabouts of the debtor it does not bode well in terms of making a recovery. It also makes it difficult to start the recovery process - for example, serving Court papers. It is possible to instruct tracing agents to locate the current whereabouts of individuals and ultimately the Court may authorise service of papers by way of display on a notice board at the local Court or advertisement in a newspaper, but this all causes delay and further expense. In the event that you do require to trace individuals, national insurance numbers are helpful.
Email addresses and mobile telephone numbers can also be very useful. While the Scottish Courts do not yet allow service of Court papers by email, the first step we would almost always take on your behalf would be a letter demanding payment within a set time frame. This in itself can often prompt payment and if we can also send this letter by email or make a phone call the chances of the debtor receiving the message, quickly are increased.
Ultimately, you may also be able to recover payment from the sale of any properties which your customer owns. If you know the relevant addresses then it can relatively cheaply be confirmed with the Registers of Scotland whether the debtor owns the particular properties. Payment of your debts can also be achieved through the sale of items which we may be able to locate at these addresses - for example, cars and other vehicles.
Banking and employment details
If you are able to gather details of bank accounts held by your customer (even just the name of the bank) this is vital information. Your customer may for example pay you by cheque. Keep a copy of the cheque on file for future reference. Similarly, if you are aware of the identity of any other third-parties who hold funds on behalf of your customer or who are liable to pay sums to your customer then this is very useful. For example, you may be a plant hire company. You may be aware that your customer is hiring plant and equipment for the purposes of a contract in respect of which they have been engaged as main or sub contractors, and will be due to receive funds from their employer.
When an order for payment is obtained from the Court, or in certain cases right at the outset of raising Court action, it is possible to freeze funds held by third-parties (such as noted above) which are payable to the debtor - with a view to the funds payable to you being deducted from the sums held and paid directly to you.
A case involving a former director and Rangers was the most high profile example of this tool in recent times. The former director claimed that he was owed substantial sums by Rangers. This was around the time when the media was submerged in talk of "the big tax case". When the case was raised Rangers were on paper solvent - their assets outweighed their liabilities. However, the judge was persuaded that the director had a good arguable case and that there was real and substantial risk that by the time any order for payment was granted against Rangers they would be liable for tax in excess of £100m and would then be insolvent. On this basis, at the outset of the Court action (before any final decision had been made) he authorised the director to freeze sums (up to the value he claimed was due to him) held by third-parties and payable to Rangers. Following an away cup-tie one-half of gate receipts were payable to Rangers by the home team and the director successfully froze sums in the hands of the home team. In that type of case, funds remain frozen until a final order is granted when sums can be recovered from the frozen funds.
When dealing with individual debtors often the most effective means of making a recovery is to serve an "earnings arrestment" upon any employers of the debtor. An earnings arrestment obliges the employer to deduct a certain percentage from the debtor's wages each pay day and make the deductions directly over to you. An earnings arrestment can unfortunately only be used once an order for payment has been granted, and not at the outset of the action as in the above case. If you can obtain employment details of any individual customers or other persons liable to pay the funds owed to you (for example, guarantors) chances of recovery are significantly increased.
Summary
To sum up, if you can gather the following information your chances of receiving a recovery are greatly increased:-
1. The name of the business and the precise identity and details of all individuals or the corporation behind the business.
2. Contact and personal details of your customer - including current address, email address, mobile number and national insurance number.
3. Banking details of your customer or details of any other third-parties who may hold funds which are payable to your customer.
4. Employment details of any individuals liable for the sums payable to you.
For any assistance in recovering debts please contact Alan McKee ([email protected]) or Michael Hankinson ([email protected]). Alan and Michael can also be reached on 0141 248 4957.
Whether you have occasional debts or a consistent volume which require to be pursued, we can do so on your behalf. | http://www.macdonaldhenderson.co.uk/news/story.php?newssectionID=0&newsID=372 |
Gather around the campfire for a fun evening of chemistry demonstrations, flashlight hikes, and exciting hands-on activities. This event is hosted by Woldumar Nature Center and the MSU Graduate Women in Science Mid-Michigan Chapter.
This FREE event, part of the MSU Science Festival. View the full schedule of events online at: https://sciencefestival.msu.edu/event/schedule
Location:Woldumar Nature Center
5739 Old Lansing Rd
Lansing , MI 48917
Contact:Cost: Free
Event Website: Click to Visit
Organizer: MSU Science Festival and Woldumar Nature Center
Organization: MSU Science Festival and Woldumar Nature Center
Organizer Phone: (517) 322-0030
Organizer Email: Not Provided
Download the event to your event calendar:Save to your iCal or
Back to the CalendarClick here
Categories
Disclaimer
We do our best at Lansing Family Fun to provide accurate, useful information about events and activities. This information (such as times and locations) is gathered from user submissions, press releases, local newspapers, signs around town and word of mouth. We do our best to confirm details before they are posted here. Sometimes details change or we are given inaccurate information. Whenever possible, we link our write-ups to the source in which our information came from and strongly urge you to confirm details before you go. Lansing Family Fun is in no way responsible for any problems that occur while participating in activities listed on the site, in the newsletter or on Facebook. | https://lansingfamilyfun.com/events/campfire-science-at-woldumar-nature-center/ |
At some point, a data center will need to be partially or fully decommissioned for one reason or another. For example, you may decide to replace the physical hard drives with newer SSDs for improved speed and reliability, or even more radically, you may decide to fully transition into cloud storage.
In a case like this example, the unused hard drives must be decommissioned, not only to ensure a smooth transition to the new system but also to protect the security and integrity of data contained within the unused hard drives.
There are also various other situations that may demand an appropriate decommissioning process. A data center often involves the storage and transportations of sensitive data, which is stored within a potentially massive amount of storage devices. Without a proper decommissioning process, unsecured sensitive data can expose your company to potential financial and legal risks.
With that being said, here we’ve compiled a checklist to help you develop a comprehensive data center decommissioning plan. You can use this checklist to ensure your decommissioning project stays on track and you can finish the project securely and timely.
Data Center Decommissioning Checklist
Phase 1: Defining the scope of work
The first phase is about outlining all the details of the decommissioning process, and we should begin by defining the scope of work:
- The purpose(s) of the decommissioning project
- KPIs to measure the success of the project
- Timeline of the project (when the project must be done)
- Budget estimation
- Establish a decommissioning project team
- Assign a project manager
- List all the stakeholders that are going to be involved in the project
- The total size of the data center
Phase 2: Item audit
- How much equipment needs to be removed?
- Use network discovery tools to identify assets, follow up with physical reviews.
- List of all hardware and software assets that need to be decommissioned
- Servers
- Racks
- Storage equipment
- Hard drives
- SSDs
- Networking equipment
- Software assets
- …..
- ….
- Etc. (add as needed)
- Compare list of assets to pre-existing Configuration Management Databases (CMDBs)
- Identify pieces of equipment that need special considerations/technical expertise to move them
- Develop a detailed asset map listing equipment and location of items to be decommissioned. Compare with your CMDBs if necessary.
- Contact a Data Center Decommission provider to determine what you are going to do with each piece of asset: reuse, sell, destruction/recycle, etc.
Phase 3: Planning the decommissioning project
Based on the itemization you’ve done in the previous phase, in this phase, you can start planning the execution of the decommissioning project.
- Develop an execution plan
- List of all the activities to be performed
- PIC for each task
- Roles and responsibilities of different stakeholders
- Develop a schedule/timeline for the decommissioning project.
- Identify whether the decommissioning project will coincide with work hours (especially peak hours) and whether you’ll need to issue notifications about potential service downtime
- Establish backup systems and workflows to make sure there is not going to be a critical loss of power or data
- Identify and cancel vendor maintenance contracts for affected equipment
- Prepare tracking numbers for assets that are going to be decommissioned
- Prepare contact list for potentially affected stakeholders and the preferred method of communication for each
- Reconfirm the asset list
- Removal instructions for emergency generators and auxiliary equipment
- Removal instructions for cooling systems, including cabling, piping, ductwork, and additional tools
Phase 4: Preparing equipment, supplies, and labor requirements
Consider the tools and labor requirements at each step of the decommissioning project:
- Device shredders
- Degaussers
- Forklifts
- Hoists
- Pallet
- Packing foam
- Hand tools
- Boxes
- Crates
- Labels
- Packing materials (bubble wrap, tape, poly bags, etc. )
- Who will oversee and execute each task (if you are using external vendors, make sure to perform the necessary background/security check ahead of time)
Phase 5: Data eradication and destruction of storage devices
- Gather relevant stakeholders ahead of the actual decommissioning process, discuss the details and gather input
- Identify the types of data your organization routinely transports and/or generates, decide how you should deal with each category of data
- Establish clear data eradication protocols. Define whether there are any critical steps that will require human supervision and authorization before proceeding
- Decide on appropriate data eradication method for each storage device and/or each type of data: physically destroying the drive (shredding/incineration), degaussing, using software tools to securely wipe data, etc.
- Be clear and comprehensive in your organization’s expectations around the process of secure data eradication and/or physical destruction
- Identify which devices will be transported offsite for eradication/destruction, and which will be sanitized on-site
- During the actual decommission, safely disconnect the equipment from the network and tag assets for decommissioning.
Phase 6: Packing and clearing up
- Label each piece of decommissioned equipment to indicate where it is going and the owner of the device (for assets destined for recycling/refurbishing)
- Attach printouts to the equipment with instructions for where the equipment would be moved
- Prepare a dedicated space for packing assets depending on the number of decommissioned equipment and/or required size.
- Use the appropriate packing materials for each asset, as you’ve planned in the previous steps
- Use appropriate asset management software to track all assets
- For on-site decommissioning, make sure to follow the steps laid out in the project plan for clearing the teardown space
Phase 7: Finalizing and evaluation
- Re-check with the IT and accounting teams whether decommissioned assets have been recorded properly
- Coordinate with your chosen IT Asset Decommissioning (ITAD) provider to confirm secure eradication of data.
- Get Certification of Destruction (CoD) for relevant assets/data
- Calculate the total value recovered and returned to your IT budget (with sales of used equipment, etc. ). Appropriate ITAD providers will assist you with each stage of the decommissioning process to ensure you are maximizing your return from unused assets
- Review all relevant documentation before and after the process to ensure compliance
Conclusion
To recap, your data center decommissioning plan should consider seven different phases:
- Defining the scope of work
- Item audit
- Planning the decommissioning project
- Preparing equipment, supplies, and labor requirements
- Data eradication and destruction of physical storage
- Packing and clearing up
- Finalizing and evaluation
It’s also crucial to document the entire decommissioning planning and the actual process so you’ll have a recorded paper trail for identifying errors, evaluate process improvements, and measure the success of the decommissioning process. | https://www.whatsontech.com/data-center-decommissioning-plan-checklist/ |
There are currently 7471 openings for Trained Graduate Teachers, according to recent advertising from the Haryana Staff Selection Commission. On the HSSC portal, application forms can be carried out online starting on October 5, 2022. The form will be accessible until October 26. For the most recent openings, interested Haryana state residents should confirm their eligibility and gather their documentation. Check all the information about the application process in this article.
HSSC Notification Overview:
|Organization Name||Haryana Staff Selection Commission|
|Post name||TGT|
|Vacancies in total||7471|
|End date for form submission||27.10.2022|
HSSC Notification 2022 Complete Details–
Post Details:
TGT post
- English- 1751
- Sanskrit- 734
- Music- 10
- Arts- 1443
- Science- 1297
- Urdu- 21
- Home Science-73
- Physical Education- 821
Educational Qualifications:
Education degrees include B.Ed and B.EI.Ed, BA, B.Sc, B.B.Ed, B.A., B.Sc.Ed, 2-year elementary education diploma, B.P.Ed, D.P.Ed, MA, B.F.A, certificate of HTET/STET qualification is required to apply.
Age Criteria:
The age range for applicants should be between 18 and 42. Candidates from the reserved category will receive additional age-related relaxations.
Application Fee:
- For the SC/BC/EWS Male category – Rs. 35 (Male) and Rs.18 (Female)
- For the Female(Haryana Resident) category – Rs. 75
- For the General category – Rs. 150
Pay Scale:
For varied positions, qualified applicants would receive a good pay of GP 4600 and an amount ranging from Rs 9300 to 34800.
Selection Procedure:
The decision will be made in light of
- Writing Test
- Socioeconomic standards and background
Official website: https://www.hssc.gov.in/
How to Apply For HSSC Notification
- Enter the website address https://www.hssc.gov.in/ to access the HSSC website.
- To visit the brand-new HSSC website, click the link.
- Go back to the Recruitment tab and select the Apply for Job option.
- You will be taken to the HSSC’s recruitment portal after being redirected.
- Scroll down right now to find the Panel Recruitment Regarding Different TGT Teachers, Haryana.
- Under this panel, click “Click here to Apply Online for the Post of TGT against Advt.” No 2/2022’
- Start the application process by filling out each field box with the necessary data.
- Upload the required paperwork along with a passport-size photo.
- Complete the application fee payment.
- For the upcoming document verification round, print a copy of your application.
Important Links: | https://allexamsguru.com/hssc-7471-tgt-online-form-2022/ |
A prestigious company is on the search for a Business Resiliency Senior Analyst. This individual will need to have 5+ years of business resiliency, business continuity, crisis management, disaster recovery, and or risk management experience. They need to have experience with third party vendor risk management and business risk enterprise operations. They also need to have either ABCP or CBCP certifications.
Responsibilities:
- Work with technology partners and business process owners to establish testing plans and an overall testing calendar
- Assist in developing detailed testing scenarios that critically evaluates the businesses ability to recover from a short and long-term business disruption.
- Identify and implement efficiencies within the testing program.
- Work with the Business Stakeholders to follow up on issues identified from various business resiliency tests.
- Assist in coordinating business participation and completion of resiliency testing as required by corporate standards.
- Assist in evaluating test results for accuracy and completeness and ensure retesting occurs as required.
- Execute assessments in alignment with identified frameworks (Resiliency, IT, Security, Divisions, capability etc.)
- Determine test requirements priority thresholds (High, Medium, Low) and results align with corresponding priorities
- Develop and implement validation templates required for collection of exercises and testing results
- Create Validation Requirements Traceability Matrix, which meet compliance requirements for all Company or divisional p[policies or standards
- Inspect exercise and testing result to confirm required success and pass/fail criteria have been achieved
- Confirm business signoff is captured and corresponding issues have been identified for escalation and subsequent remediation
- Create exercise and testing performance templates and corresponding summary report details
- Participate in Assurance planning sessions to confirm scope, approach, and anticipated results are identified
- Proactively identify and provide input on opportunities to streamline exercise and testing plans while maintaining quality and compliance
- Maintain validation results for management reporting purposes, as well as audit compliance
- Provide input on remediation items, corrective actions, After Action Reports or internal audits as necessary
- Identify scope of annual Assessments for compliance and resiliency maturity purposes
- Gather the business and technology required capabilities necessary for review as part of periodic or annual Assessments
- Develop, maintain and update all Assessment templates necessary for review of maturity and risk against enterprise-wide Resiliency capabilities
- Develop, where necessary, Assessment models and supporting scoring methods to accurately assess capabilities
- Develop Assessment output scorecards which highlight maturity and identify risks associated with the capability areas assessed
- Provide level of effort estimates for all Assessment activities
- Collaborate with Assurance Service team members and provide/gather relevant input to sustain program activities and prioritization efforts
Qualifications: | https://jobs.careeraddict.com/post/8938088 |
Sample Essay on Vietnam War
The Vietnam War was the longest lasting war in the United States history before the Afghanistan War. This example of a critical essay explores the history of that violent and divisive event. The United States’ presence and involvement in the Vietnam War were something that many people felt very strongly about, whether they be American citizens, Vietnamese citizens, or global citizens.
Known as ‘the only war American ever lost’, the Vietnam War ended two years after the United States withdrew their forces in 1973 and the communist party seized Saigon two years later. This sample essay provides an example of the features and benefits that come from working with Ultius.
Causes of the Vietnam War
The Vietnam War refers to the Second Indochina War, lasting from 1954 until 1973, in which the United States (and other members of the Southeast Asia Treaty Organization) fought alongside the Republic of South Vietnam. South Vietnam was contesting the communist forces comprised of the Viet Cong, a group of South Vietnamese guerillas, and the North Vietnamese Army (Vietnam War).
The war was a byproduct of the First Indochina War (lasting between 1946 and 1948), in which France tried to claim Vietnam as a colony and was met with strong opposition from Vietnamese communist forces.
But the deep-rooted issues surrounding the cause of the Vietnam War dated back to World War II, during which Japan invaded and occupied Vietnam (Vietnam War History). The country had already been under French rule since the late 1800s, and the Japanese presence caused a man named Ho Chi Minh, inspired by communism of China and the Soviet Union, to form the Viet Minh, or the League for the Independence of Vietnam.
World War II as a catalyst to the Vietnam War
The Viet Minh’s main purpose was to fight both the Japanese and French administration and to make Vietnam a Communist nation. They were successful in forcing Japan to withdraw its forces in 1945. With only the French to worry about, the Viet Minh quickly rose up, gained control of the northern city of Hanoi, and declared Ho as the president of the Democratic Republic of Vietnam (Vietnam War Facts).
This meant France had to take the lead in Vietnam. France sought to regain control in 1949 when they set up the state of Vietnam, also known as South Vietnam, and declared Saigon to be its capital. The two groups, the French and the Viet Minh, struggled for power until 1954, when a battle at Dien Bien Phu ended in defeat for France. This led to the Geneva Agreements, made a few months later, which granted independence to Cambodia and Laos, who had also been under French rule.
However, Vietnam was still divided into North Vietnam, or the Democratic Republic of Vietnam, and the Republic of South Vietnam (Vietnam War). There was to be an election to determine the country’s fate, but the south resisted, spurring a cascade of guerilla warfare from the north. In July of 1959, North Vietnam called for a socialist revolution in all of Vietnam as a whole.
United States belated involvement in Vietnam
As the battles became more ferocious, President Kennedy watched from the United States and sent a team to report on the conditions of South Vietnam. In 1961, it was suggested that the president sent American troops to produce economic and technical aid in the fight against the Viet Cong. Fearing the effects of the ‘domino theory’, which stated that if one Southeast Asian nation fell under communist rule, so would many others, President Kennedy increased the number of troops in South Vietnam to nine thousand, compared to less than eight hundred during the previous decade (Vietnam War History).
After the assassination of President Kennedy, it was decided by both his successor, Lyndon B. Johnson, and the Secretary of Defense, Robert McNamara, that more soldiers would be used in the war. On August 2, 1964, two North Vietnamese torpedoes attacked United States destroyers in the Gulf of Tonkin. In response, the United States Congress passed the Gulf of Tonkin Resolution, making the president’s war-making powers much broader (Vietnam War History).
America's military policy during the war
By the year’s end, twenty-three thousand American troops occupied South Vietnam and the United States began regular bombing raids the following February. Both the American military and the North Vietnamese forces came to the same conclusion; a steady escalation of the war would ensure victory. The U.S. believed that quickly increasing force and gaining control was the way to end the war; meanwhile, North Vietnam believed that enough American casualties would decrease support for U.S. involvement, forcing the withdrawal of the military (Vietnam War).
By June of 1965, eighty-two thousand United States troops were stationed in Vietnam. One month later, one hundred thousand more were dispatched, followed by another one hundred thousand in 1966 (Vietnam War History). By the end of 1967, there were almost five hundred thousand American military members stationed in Vietnam, and the death toll had surpassed fifteen thousand.
Soon, the physical and psychological deterioration of American soldiers became apparent. Maintaining military discipline was difficult. Drug use, mutiny, and cases of soldiers attacking officers became regular occurrences for United States troops. Popularity and support of the America’s part in the war decreased dramatically all over the world.
Americans' lack of support for the Vietnam War
On the last day of January in 1968, North Vietnam launched a series of merciless attacks on more than one hundred South Vietnamese cities. Despite the surprise, the United States and South Vietnam forces were able to strike back, making the communist fighters unable to maintain their hold on any of their targets.
Upon hearing reports of the attacks, and that there had been a request for two hundred thousand more troops, the United States’ support for the war plummeted, causing President Johnson to call a stop to the bombing of North Vietnam and vow to dedicate the rest of his term to achieving peace (Vietnam War History).
This promise by Johnson was met with talks of peace between the United States and North Vietnam. When Nixon was elected to take Johnson’s place, he sought to serve the ‘silent majority’, whom he believed supported the war effort.
Attempting to limit American casualties, Nixon launched a program to withdraw troops, increase artillery and aerial attacks, and give control over ground operations to South Vietnam (Vietnam War History). Peace negotiations were not moving smoothly, as North Vietnam continued to demand the United States’ complete withdrawal as a condition of peace.
In the years that followed, carnage and bloodshed were abundant. Meanwhile, in America, the anti-war movement was growing stronger as countless of thousands of Americans gathered at hundreds of protests around the country to contest the United States’ continued involvement in the war, marching in person and writing essays to share their opinions. In 1972, Nixon finally decided to end draft calls, as the numbers of soldiers discharged for desertion or ‘draft-dodging’ rapidly increased.
By the end of that year, North Vietnam was finally ready to compromise; however, they rejected the original peace agreement, causing Nixon to authorize bombings of North Vietnamese cities (Vietnam War History). U.S. troops were finally withdrawn in 1973, though war continued to rage between North and South Vietnam forces until the country was unified as the Socialist Republic of Vietnam in 1975.
By the end of the war, the number of Americans killed reached over fifty-eight thousand, while the number of slaughtered Vietnamese numbered over two and a half million (Vietnam War History). From this point forward, the Vietnam War would be known as America's bloodiest war since the Civil War more than a hundred years' earlier.
The Vietnam War's military tactics
Military leaders once thought Germany's military policies during WWII were the most deceitful until the Viet Cong started employing their tactics. One of the most prominent types of warfare during the Vietnam War was guerilla warfare. This tactic consists of stealthy, surprise attacks aimed to eliminate opponents (Guerilla Warfare and Attrition Warfare).
Widely used by the Viet Cong, this enabled them to sneak up on unwary enemies, kill them, and escape before causing alarm. In addition, Viet Cong fighters often disguised themselves as farmers or civilians before attacking when least expected.
Viet Cong's deceitful disguises and innocent lives lost
This led to the accidental killing thousands of innocent Vietnamese citizens. By 1965, the Viet Cong had gained access to machine guns, which they mainly used to shoot American helicopters down from the sky. They would also utilize American land mines, which they sometimes found undetonated and would steal for their own use (Battlefield: Vietnam).
In a single year, enemy forces obtained almost twenty thousand tons of explosives from dud American bombs. Though United States troops originally aimed to use more traditional forms of warfare, meaning the ‘winner’ would be the one who had claimed more land, it was decided that the only way to truly win the war was to eliminate as many enemy troops as possible, called attrition warfare (Guerilla Warfare and Attrition Warfare).
Domestic response to the Vietnam War
The official position of the United States government on their involvement in the Vietnam War was that they were there at the request of South Vietnam to repel communist forces that were growing during the Cold War (Reaction to the War In the United States).
Before long, however, Americans grew dissatisfied with America’s continued presence in Southeast Asia. While some citizens believed that maximum force was necessary to quickly squash the opposition, others believed that the conflict in Vietnam was a civil one, making our involvement inappropriate.
Upon the revelation that American troops had massacred an entire village of civilians, anti-war demonstrations sprang up all around the country (Reactions to the War in the United States). While most demonstrations were peaceful, that was not the case for all. Many protests escalated to violence, as draft boards were raided and destroyed, production facilities were targets for attack and sabotage, and brutal altercations between civilians and police grew in frequency (Barringer).
Americans were analyzing the war through the lens of justice and morality, in addition to growing a strong distrust for the country’s military (War in Vietnam). Civil rights leaders and the American Civil Liberties Union called for the withdrawal of United States forces from Vietnam. By the time Nixon recalled American troops in 1973, the antiwar sentiment had become overwhelming as dissent for the government reigned (Barringer). Never before had the American public showed such disdain and dissatisfaction with the country’s involvement in warfare.
Conclusion
While the Vietnam War had some support among American citizens, the overall feelings towards the war were negative. It was widely believed that veterans were the true victims of the Vietnam War, as thousands of Americans were drafted involuntarily to fight in a war they did not believe in and millions of Vietnamese became nothing more than cast-aside casualties of war.
The United States originally aimed to squash the growth of Communism in Asia but ended up participating in the longest, bloodiest war in American history. Regardless of the justification for their involvement, the United States continues to hold the Vietnam War as a lesson and an example for how we, as a country, should conduct ourselves during times of conflict. The memories and aftereffects of the Vietnam War will continue to serve as a reminder for generations to come. If you have strong feelings about this bit of history, for or against, order your own essay from Ultius.
Works Cited
Barringer, Mark. University of Illinois: The Anti-War Movement in the United States. Oxford UP, 1999. Web. 2, Dec. 2014. http://www.english.illinois.edu/maps/vietnam/antiwar.html.
“Battlefield: Vietnam”. PBS.org. PBS. Web. 2, Dec. 2014.
“Guerilla Warfare and Attrition Warfare”. The Vietnam War. Weebly, 2014. Web. 2, Dec. 2014. http://vietnamawbb.weebly.com/guerrilla-warfare-and-war-of-attrition.html.
“Vietnam War”. HistoryNet.com. Weider History Network, 2014. Web. 2, Dec. 2014. http://www.historynet.com/vietnam-war.
“Vietnam War History”. History.com. A&E Television Network, 2009. Web. 2, Dec. 2014. http://www.history.com/topics/vietnam-war/vietnam-war-history.
“The Vietnam War”. U.S. History. Independence Hall Association. Web. 2, Dec. 2014. http://www.ushistory.org/us/55.asp.
“War in Vietnam”. History Learning Site. HistoryLearningSite.co.uk, 2014. Web. 2, Dec. 2014. http://www.historylearningsite.co.uk/war_vietnam.htm.
- MLA Style
- APA Style
- Chicago Style
- Turabian
Ultius, Inc. "Sample Essay on Vietnam War." Ultius | Custom Writing and Editing Services. Ultius Blog, 09 Dec. 2014. https://www.ultius.com/ultius-blog/entry/sample-essay-on-vietnam-war.html
Copied to clipboard
Click here for more help with MLA citations.
Ultius, Inc. (2014, December 09). Sample Essay on Vietnam War. Retrieved from Ultius | Custom Writing and Editing Services, https://www.ultius.com/ultius-blog/entry/sample-essay-on-vietnam-war.html
Copied to clipboard
Click here for more help with APA citations.
Ultius, Inc. "Sample Essay on Vietnam War." Ultius | Custom Writing and Editing Services. December 09, 2014. https://www.ultius.com/ultius-blog/entry/sample-essay-on-vietnam-war.html.
Copied to clipboard
Click here for more help with CMS citations.
Ultius, Inc. "Sample Essay on Vietnam War." Ultius | Custom Writing and Editing Services. December 09, 2014. https://www.ultius.com/ultius-blog/entry/sample-essay-on-vietnam-war.html.
Copied to clipboard
Click here for more help with Turabian citations. | https://www.ultius.com/ultius-blog/entry/sample-essay-on-vietnam-war.html |
Vietnam is a country in Eastern Asia located on the Indochina Peninsula. It is one of the largest countries in the East Asian region with more than 90 million people. During the early twentieth century, the country was divided into North and South Vietnam forcing the United States to intervene. As a Pro-Philippine American during the early twentieth century, I would have supported the involvement of the U.S in most of the East Asian countries. Most of these countries were under communist rule, in this case, Vietnam, because the type of government was unorthodox and uncalled for since most of the counties were recovering from colonial rule and dictatorship is what they needed they least. The Vietnam War is the primary reason for the involvement of the U.S in Vietnam in the early 20th century with the aim of restricting Communist domination that found its way to the Vietnamese government.
U.S involvement in Vietnam began in the 1950s during the Eisenhower administration. At that time, Vietnam had ceased from becoming one country and instead was divided into North and South Vietnam. North Vietnam was a communist state, and it was trying to coerce the South to adopt communism, but the South was not yet ready to change to this new administration. The Cold War during that time resulted to fears that if the Northern Vietnamese communists prevailed, the rest of Southeast Asia would be under their mercy thus the reason why the then US president John F. Kennedy vowed to prevent South Vietnam from becoming a communist state, like some of the countries that had become communists such as China, Korea, Cuba, and Eastern Europe.
The decision to enter the Vietnam War was not a sudden instead the American government believed that preventing more communalism was the best thing to do in preventing a communist Asian continent. I would have supported the idea to help the Southern region of Vietnam fight off the North and its allies because, before the war, the U.S had also maintained the Philippines fight off the Spanish rule in the country. The outcome of the involvement was very successful as it helped the Philippine people be free from colonialism and this was what Vietnam needed were it to stay together in the wake of communism in the region. During that time, the Philippines had greatly supported the war, and as such, they had offered help to the American troops and the South Vietnamese people were also supportive of the role the U.S played in the war.
I support the fact that the US was willing to fight the war to protect Vietnam from communism, which I believe would have infringed on the rights of the Vietnamese people. In his opening speech of the presidential program for Vietnam, Kennedy stated that the US objectives were to prevent the spread of communism in South Vietnam and instead create a viable and democratic country on a series of mutually supporting actions of a political, economic, psychological and covert character.
American support was good for Vietnam because it gave the southern part of the country a chance to fight off dictatorship. The U.S had previously helped the Philippines, a South Asian country as well as assisting South Vietnam to defend its independence. Thereby leaving it to its fate would have undervalued America’s commitment and shake its credibility to the rest of the world that was pro-American. What’s’ more, The South Vietnam military benefited from the American soldiers given that they received more advanced training and advanced military equipment to tackle the enemy.
Quite some Vietnamese were able to oppose the move by the northern leadership to make the country a communist nation. The support provided by the American government was the primary motivator as the people were willing to fight the policies meant to assimilate them to communism.
To offer support to the Vietnamese after the end of the Vietnam War, the U.S allowed about one million Vietnamese to the country and offered them legal status and other related benefits thus providing them a chance to start a new and better life. The need to help the Vietnamese immigrants stems from the fact that the U.S felt obligated to do so, as well as help those who had supported its cause in the country. The U.S is always ready to help people from unstable countries as well as those seeking political asylum, and the case was no different from those enlightened and educated Vietnamese individuals as well as others who were against communist rule.
A totalitarian Northern communist regime would have been worse for the Vietnamese people. Before and during the Vietnamese war, the government had tortured, executed, and arrested a lot of Vietnamese people. The involvement of the U.S was, therefore, a blessing in disguise to most of the South Vietnamese people because they were protected from such atrocities by the American government at the time.
The U.S involvement in Vietnam during the early century resulted in a new view of war by the American people and the rest of the world. In my opinion, it was a wakeup call to the American government to choose its battles wisely. For instance, although they had been successful in the Philippines, they seemed to be losing to North Vietnam and their communist allies. There was much criticism of the war given that a lot of money was spent on military operations, not forgetting the number of American soldiers who died during the war. As an American supporting its role in most countries towards good governance and democracy, I believe the involvement was a lesson to the then government that it only needed to engage in meaningful wars that would not cause more harm.
Conclusion
During the early twentieth century, the United States was involved with Vietnam, in particular, South Vietnam, to help them fight the Vietnam War. The involvement was a welcome idea because the U.S had established itself as a caring and democratic nation that would do anything to protect the liberties of other countries, given the example of the Philippines. Although the U.S did not win the war, the state was able to get back to normal after the two sides reunited. Although it became a socialist country after Northern Vietnam won the battle, the leadership adopted capitalist policies, which in my view were the best if Vietnam wanted to progress socially, economically and politically, just like the U.S and the Philippines. Therefore, supporting the involvement would have been a good idea, particularly for an individual who knew the role the U.S played in the Philippines.
Do you need high quality Custom Essay Writing Services? | https://www.essaytyping.com/the-vietnam-war/ |
Who ruled Vietnam during the Vietnam War?
France continued to rule until it was defeated by communist forces led by Ho Chi Minh in 1954. The country became divided into Communist North Vietnam and the anti-Communist South. The Vietnam War raged for years between the two countries with the US supporting the South and communist countries supporting the north.
What war was going on in 1970?
October 12 – Vietnam War: U.S. President Richard Nixon announces that the United States will withdraw 40,000 more troops before Christmas.
What president was in power during the Vietnam War?
November 1, 1955 — President Eisenhower deploys the Military Assistance Advisory Group to train the Army of the Republic of Vietnam. This marks the official beginning of American involvement in the war as recognized by the Vietnam Veterans Memorial. April 1956 — The last French troops withdraw from Vietnam.
Who was the president during Vietnam?
President Richard M. Nixon assumed responsibility for the Vietnam War as he swore the oath of office on January 20, 1969. He knew that ending this war honorably was essential to his success in the presidency. | https://colours-indonesia.com/sightseeing/who-was-the-leader-of-vietnam-in-1970.html |
Despite financial assistance from the United States, nationalist uprisings against French colonial rule began to take their toll. On May 7, 1954, the French-held garrison at Dien Bien Phu in Vietnam fell after a four month siege led by Vietnamese nationalist Ho Chi Minh.
Who ruled North and South Vietnam in 1954?
In July, a cease fire agreement was reached by the Geneva Accords dividing Vietnam into two provisional states at the 17th parallel of latitude. Ngô Đình Diệm became Prime Minister of South Vietnam and Ho Chi Minh became President of North Vietnam.
Who controlled Vietnam prior to 1954?
Explanation: France obtained Vietnam when it forced it to become a French protectorate in 1882. In 1940 when the Germans defeated France, Japan leapt at the opportunity & forced the French government to allow Japanese troops occupy French Indo-China, though they left the French Administration in place.
Which country lost control of Vietnam in 1954?
The French Indochina War broke out in 1946 and went on for eight years, with France’s war effort largely funded and supplied by the United States. Finally, with their shattering defeat by the Viet Minh at the Battle of Dien Bien Phu in May 1954, the French came to the end of their rule in Indochina.
Who controlled Vietnam in the 1950s?
Vietnam was divided into northern and southern regions, with Ho in command of North Vietnam and Emperor Bao Dai in control of South Vietnam. In the late 1950s, Ho Chi Minh organized a communist guerrilla movement in the South, called the Viet Cong.
What war was going on during 1954?
Vietnam War, (1954–75), a protracted conflict that pitted the communist government of North Vietnam and its allies in South Vietnam, known as the Viet Cong, against the government of South Vietnam and its principal ally, the United States.
Who was the leader of South Vietnam in 1954?
Ngo Dinh Diem
|Ngô Đình Diệm|
|Preceded by||Position established Bảo Đại as Chief of the State of Vietnam|
|Succeeded by||Dương Văn Minh (as Chairman of the Military Revolutionary Council)|
|6th Prime Minister of the State of Vietnam|
|In office 26 June 1954 – 26 October 1955|
Why did the US get involved in Vietnam?
China had become communist in 1949 and communists were in control of North Vietnam. The USA was afraid that communism would spread to South Vietnam and then the rest of Asia. It decided to send money, supplies and military advisers to help the South Vietnamese Government.
What was the decision at the Geneva Convention 1954?
In July 1954, the Geneva Agreements were signed. As part of the agreement, the French agreed to withdraw their troops from northern Vietnam. Vietnam would be temporarily divided at the 17th parallel, pending elections within two years to choose a president and reunite the country.
Why did Vietnam split into two parts?
Vietnam would be divided by a demilitarised zone (the DMZ), with the French withdrawing their forces from Vietnam north of the zone and the Viet Minh withdrawing their forces from the south. … Before long Diem’s authoritarian regime was challenged by local communists, backed by the regime in North Vietnam.
What started the Vietnam War?
The conflict in Vietnam took root during an independence movement against French colonial rule and evolved into a Cold War confrontation. The Vietnam War (1955-1975) was fought between communist North Vietnam, backed by the Soviet Union and China, and South Vietnam, supported by the United States.
Why were the French in Vietnam in 1954?
In the late 1940s, the French struggled to control its colonies in Indochina – Vietnam, Cambodia, and Laos. … On May 7, 1954, the French-held garrison at Dien Bien Phu in Vietnam fell after a four month siege led by Vietnamese nationalist Ho Chi Minh. After the fall of Dien Bien Phu, the French pulled out of the region.
Why did the French leave Vietnam in 1954?
In July 1954, after one hundred years of colonial rule, a defeated France was forced to leave Vietnam. … This decisive battle convinced the French that they could no longer maintain their Indochinese colonies and Paris quickly sued for peace.
Is Vietnam still communist?
Government of Vietnam
The Socialist Republic of Vietnam is a one-party state. A new state constitution was approved in April 1992, replacing the 1975 version. The central role of the Communist Party was reasserted in all organs of government, politics and society.
When did the US get involved in Vietnam?
The Vietnam War and active U.S. involvement in the war began in 1954, though ongoing conflict in the region had stretched back several decades.
What president started the Vietnam War?
The major initiative in the Lyndon Johnson presidency was the Vietnam War. By 1968, the United States had 548,000 troops in Vietnam and had already lost 30,000 Americans there. | https://visithalongvietnam.com/southeast-asian-countries/frequent-question-who-controlled-vietnam-in-1954.html |
How was Vietnam affected by the Vietnam War?
The influx of refugees and the presence of Americans brought vast changes to South Vietnamese cities, especially the capital city of Saigon. The population of Saigon tripled during the Vietnam War to reach three million in 1970. Most of these new people were refugees whose homes in the countryside had been destroyed.
How did the Vietnam War end and what were its lasting effects?
How did the Vietnam War end, and what were its lasting effects? … forced Vietnam to the peace table, won treaty concessions from them* that protected freedom for South Vietnam, and withdrew our troops with those agreements in place.
What was the impact of the Vietnam War on American society?
The Vietnam War had a profound effect on America. Domestically, the unpopularity of the war led to the end of the military draft in 1973, and since then, the U.S. has yet to conscript troops from the general population again. The war also drastically decreased Americans’ trust in political leaders.
What were the long term effects of Vietnam War?
it also caused long term effects that to this day are making people physically ill, ruining habitats, dividing people on both home fronts, and causing a high tension point between a people and its government. The vietnam war started in 1956 due to the division of the (GVN South Vietnam) and the (DRV North Vietnam).
Why did the US fail in Vietnam?
Failures for the USA
Failure of Operation Rolling Thunder: The bombing campaign failed because the bombs often fell into empty jungle, missing their Vietcong targets. … Lack of support back home: As the war dragged on more and more Americans began to oppose the war in Vietnam.
Who Started Vietnam War?
The Vietnam War had its origins in the broader Indochina wars of the 1940s and ’50s, when nationalist groups such as Ho Chi Minh’s Viet Minh, inspired by Chinese and Soviet communism, fought the colonial rule first of Japan and then of France.
Why did China invade Vietnam in 1979?
The reason cited for the attack was to support China’s ally, the Khmer Rouge of Cambodia, in addition to the mistreatment of Vietnam’s ethnic Chinese minority and the Vietnamese occupation of the Spratly Islands which were claimed by China.
Why did the United States think it was important to keep Vietnam from becoming communist?
China had become communist in 1949 and communists were in control of North Vietnam. The USA was afraid that communism would spread to South Vietnam and then the rest of Asia.
What lessons did America learn from the Vietnam War?
What were the lessons from Vietnam? The lessons that we learned from Vietnam is to not get involved in a war that isn’t worth fighting for. Also we learned that we are not unstoppable and people or countries are able to defeat us.
What were the causes course and consequences of the Vietnam War?
Causes: North Vietnam was communist and South Vietnam wasn’t. North Vietnam was trying to take over South Vietnam with communism and the US jumped in to help the South. Course: Operation Rolling Thunder, which would attack not only the North Vietnamese military, but North Vietnam as a whole. | https://walkingstreetpattaya.net/where-to-go-to-sea/what-was-the-effect-of-the-vietnam-conflict.html |
Why did U.S. get involved in Vietnam War?
China had become communist in 1949 and communists were in control of North Vietnam. The USA was afraid that communism would spread to South Vietnam and then the rest of Asia. It decided to send money, supplies and military advisers to help the South Vietnamese Government.
Was U.S. involved in Vietnam?
By the conclusion of the United States’s involvement over 3.1 million Americans had been stationed in Vietnam. At home this involvement played a key role in sparking the Civil Rights Movement, Hippie Culture and wide ranging changes in popular culture.
Who started the Vietnam War?
1. U.S. involvement in Vietnam began with Eisenhower. In the late 1950s, during the Eisenhower administration, Vietnam had split into North Vietnam, which was communist, and South Vietnam. Cold War anxieties dictated that if the North Vietnamese communists prevailed, the rest of Southeast Asia would fall like dominoes.
Who won USA vs Vietnam War?
Those who argue that the United States won the war point to the fact that the U.S. defeated communist forces during most of Vietnam’s major battles. They also assert that the U.S. overall suffered fewer casualties than its opponents. The U.S. military reported 58,220 American casualties.
Is Vietnam still communist?
Vietnam is a socialist republic with a one-party system led by the Communist Party. The CPV espouses Marxism–Leninism and Hồ Chí Minh Thought, the ideologies of the late Hồ Chí Minh. The two ideologies serve as guidance for the activities of the party and state.
Who was president when Vietnam ended?
President Richard M. Nixon assumed responsibility for the Vietnam War as he swore the oath of office on January 20, 1969. He knew that ending this war honorably was essential to his success in the presidency.
What happened to Vietnam after the US pullout in 1973?
What happened after the United States withdrew from the war? After the U.S. had withdrawn all its troops, the fighting continued in Vietnam. … South Vietnam officially surrendered to communist North Vietnam on April 30, 1975. On July 2, 1976, Vietnam was reunited as a communist country, the Socialist Republic of Vietnam. | https://openguid.net/bez-rubriki/when-did-the-united-states-become-involved-in-vietnam.html |
The conflict in Vietnam between the years of 1945 and 1975 was a nationalist struggle for independence. The Vietnam War developed as a sequel to the struggle in 1946-1954 between the French, who were the colonial rulers of Indo-China before World War II, and the Communist-led Vietminh, established and led by Ho Chi Minh. In 1950 the New Chinese Communist Government and the USSR supplied Ho Chi Minh and his rebels with arms and equipment. This drew the USA into the battle in Vietnam as they saw the struggle as a part of the Cold War and the fight against communism.
The USA supplied the French with economic aid and equipment but it wasn’t enough. The Vietminh managed to defeat the French at Dien Bien Phu in May 1954 and Ho Chi Minh dec aled Vietnam independent. At the Geneva agreement in July 1954 Vietnam was to be temporarily divided into two separate states at a line know as the 17 th parallel, till the upcoming elections which were to be held in 1956. Communist leader Ho Chi Minh led North Vietnam while South Vietnam was lead by non-communist leader Ngo Dinh Diem. The elections in 1956 were to be held so as the whole county could re-unite together as one independent country. The elections however were never held and therefore the struggle for independence lasted another 19 years till 1975 when North Vietnam and the Viet Cong managed to defeat South Vietnam and USA.
At the end of World War Two the Japanese occupied the French Colony of Indo China. Vietminh emerged as the strongest nationalist group that fought the Japanese occupation of Indo-china during World War Two. The Vietminh were determined to resist the re-establishment of French colonial rule because they wanted to apply political and social changes in Vietnam; they wanted to be a free and independent nation. The Vietminh successfully defeated the French in May 1954 because they were masters of guerrilla tactics and had massive support from the Vietnamese people. They also received aid and equipment from the New Chinese Communist Government and the USSR.
The Term Paper on South Viet Vietnam French War
... Vietnam War was justified. I. Background on Vietnam A. Vietnam pre WWII 1. French A. Colonialism B. Cruelty 2. USA A. Backing Ho Chi Minh B. War ... set the precedent of opposing all communist leaders than the Vietnam War would have been a lot different.. ... Minh and his political organization, the Vietminh, seized control of their independence from France United States Politicians saw it as another communist ...
The Vietminh new the terrain and used bicycles to their advantage. The USA joined in the war sending aid and equipment to the French, but it wasn’t enough, the French still lost the war. France was still suffering from the after effects of the Second World War and miscalculated the situation by failing to send enough troops into to Vietnam. Ho Chi Minh saw the Geneva agreement as a “great victory” for him as his people. By the Geneva agreement in 1954 Laos and Cambodia were to be independent, and Vietnam was temporarily divided into two at the 17 th parallel. Elections were to be held in 1956 for the whole country, which would then be finally unified.
These elections however were never held. The South Vietnamese government lead by President Diem, refused to make preparations for the whole of Vietnam to vote and the USA, which was supporting the South, did not force the issue because they feared a communist victory. Although Diem began enthusiastically his government soon became disliked he gained a reputation for corruption and was seen as being too much under the influence of the USA. In 1960 various groups formed opposition to Diem. The Vietcong demanded a democratic government, which would introduce reforms and negotiations to unite Vietnam. A guerrilla campaign started attacking government officials and buildings.
The USA decided to increase her military support when it became clear the Diem could not cope. The USA was worried that once Vietnam fell to communism the rest of Indo-china would also fall. The USA was committed to stopping the spread of communism and knew that South Vietnam could not protect itself against communism. Once the Untied States went into South Vietnam, South Vietnam relied so heavily on the USA that the US got themselves stuck and could not really get back out of Vietnam. The Americans used the strategy of military attrition to fight the war. The US committed themselves to wearing the opposition down physically.
The Term Paper on The Lost War Vietnam War
I can still imagine the powerful blasts echoing through my grandfathers mind as he dove for cover in one of our trenches. The year was 1972 and our great nation of Vietnam was at war with the Yankees, the United States. In the end it was a war that we won even though the Americans argue that it was the other way around. The war was not an easy one to win though. Thousands of lives were lost and ...
This meant hitting the enemy hard, with enormous amounts of force. The idea was to grind down the enemy’s power to fight by killing as many opponents as possible. The tactic to aid the strategy of attrition was, search and destroy. The idea was to use air combat to find the enemy, strap them down then destroy them. This tactic relied of the mobility of the South Vietnamese and USA troops and the overwhelming air power, armoured vehicles, and land and naval weaponry. The tactic caused heavy casualties on the enemy but it failed to win the war because it failed in its main aims.
The USA bombing of North Vietnam was designed to force North Vietnam into negotiations, but it had a totally opposite effect. The North Vietnam became even more determined to win the war and continued to fight even harder. The communists won the war because many factors. The Communists used the strategy of psychological attrition to beat the Americans and win independence. The communist tactic was to make the war seem un-winnable and never-ending. The Vietcong and North Vietnam wanted a united Vietnam and were determined to keep fighting till they got it.
The communists new the terrain and were masters of guerrilla warfare. The USA was not equipped to fight a peasant guerrilla war; their generals had a WWII background and relied on their superior firepower and physical power rather than finding a different strategy to win the war. The South Vietnamese government could not get the support of its people and the US who were seen, as foreigners could not do it for them. The South Vietnamese did not fight hard enough for their survival; they relied too heavily on the US. The communists won the war ultimately because the USA misunderstood the war they saw it as communist aggression rather than a nationalist struggle for independence.
The Essay on Why Did the Us Lose the War in Vietnam?
Answer with reference to the concept of insurgency/guerrilla warfare. The longest war in the history of the United States of America has taken place in Vietnam during the Cold War. “The US fear of a communist Europe led them to intervene in a war that was not seen in a vital importance or that would not be in the country`s interest to gain any advantage” (Bernstein 1987/8, p. 86). One of the main ...
In conclusion it can be said that the strategy of military attrition and the tactic of search and destroy used by the USA in the Vietnam War failed. The Communists managed to win the war using the strategy of psychological attrition. The North made the war seem un-winnable and never ending. Ultimately the communists won because the USA misunderstood the war, seeing it as communist’s aggression rather than a nationalist crusade for independence. | https://educheer.com/essays/vietnam-war-usa-south-communist/ |
The Vietnam War was a military conflict between North Vietnam and U.S.-aided South Vietnam from 1955–1975. The conflict has deep historical roots, most recently the First Indochina War between the communist North and the French-backed South, and the subsequent splitting of Vietnam into North and South.
The United States grew interested in the political situation in Vietnam because of the perceived growing threat of global communism. American leaders viewed North Vietnam, led by communist Ho Chi Minh, as an ideological threat to the surrounding region.
Vietnam has been subject to many foreign powers. The country was a part of Imperial China until it gained independence in 939 AD. It was colonized by the French in the late 1800s and invaded by Japan and the United States in the 20th century.
Historians of the Vietnam War point to many misconceptions on the part of the United States that contributed to U.S. failure in the war, the most serious of which was a severe lack of understanding of Vietnamese history and society.
In total, 8,744,000 U.S. combat troops fought in the Vietnam War.
The Vietnam War was the most unpopular war in United States history. Its unpopularity helped to shape the turbulent social movements of the 1960s and led to deep divisions within the nation.
The leader of North Vietnam, Nguyễn Sinh Cung, better known by the pseudonym Ho Chi Minh, was the president of communist North Vietnam from 1954 to 1965. Educated in France and the Soviet Union, Ho Chi Minh was a devoted communist and savvy political operator who often presented himself as a nationalist in order to gain popular support.
Leaders of the free world feared a "domino effect" regarding the spread of communism. This theory held that if communism took root in one country, it would soon spread to others, in this case, neighboring nations like Laos, Cambodia, and Thailand.
An estimated 1.3 million military combatants died in the Vietnam War, from all countries involved, as well as 1 million civilians.
The United States won virtually every major battle it fought against the North Vietnamese and Viet Cong, but it still lost the war through a combination of factors such as political restrictions on military activity, a lack of sufficient understanding of the Vietnamese people, and social backlash against the war in the States.
Many U.S. leaders labored under the delusion that Vietnam was a small country and could be easily controlled. In fact, Vietnam is nearly the size of Germany and has a huge population.
Television broadcasts of battles and general conditions in Vietnam played a large role in souring U.S. public opinion on the conflict.
The number of Americans who died in the Vietnam War is 58,220. The number of MIA/POW at the war's end was 2,646, and as of January 2018, 1,601 soldiers remain unaccounted for.
The Tet Offensive, which began January 30, 1968, was the largest offensive of the Vietnam War. North Vietnamese and Viet Cong forces began a coordinated series of attacks against key South Vietnamese targets on the Vietnamese new year.
Though the United States and South Vietnamese forces pushed back the Tet Offensive, the swiftness and ferocity of the attack led to a turn in popular opinion of the war in the United States. American citizens felt they had been misinformed of the true progress of the war, and that victory was not, in fact, within easy reach.
The guerrilla warfare that characterized the Vietnam War often resulted in civilian massacres, as it was difficult to distinguish friendly South Vietnamese from the Communist Viet Cong spread throughout the South.
Australia, New Zealand, and South Korea also sent troops to aid South Vietnam in their struggle against the North.
A 1980 Veterans Administration survey revealed that 82% of U.S. combatants in Vietnam felt that the war had been lost because the U.S. government had hamstrung their efforts, not allowing them to win.
One of the worst recorded incidents in the Vietnam War is the My Lai Massacre. The United States military command ordered U.S. soldiers to attack a village believed to be filled with Viet Cong. The village was actually occupied mainly by women, children, and elderly men. American troops massacred over 500 civilians in the ensuing attack.
The Vietnam War left deeps marks on the American psyche, especially the soldiers, leading to the creation of a number of books and films exploring the war's social and emotional ramifications. Notable books include The Things They Carried and We Were Soldiers Once...And Young. Films include First Blood, Full Metal Jacket, Platoon, and Apocalypse Now.
The Pentagon Papers were a series of documents containing classified information on the progress and status of the war in Vietnam. They were released to The New York Times by Daniel Ellsberg, an employee at the Department of Defense, when he became convinced that the war was unwinnable.
The release of the Pentagon Papers to the public caused massive outrage, particularly over the news that the Kennedy administration had helped coordinate the military coup of 1963 and the assassination of Ngô Đình Diệm, as well as the reports that U.S. bombing of the North had done little to negatively impact North Korea's resolve.
One of North Vietnam's most important assets during the war was the "Ho Chi Minh Trail," a network of roads leading from North Vietnam into central South Vietnam, along which they transported soldiers, arms, and supplies to the Viet Cong in the South.
American and South Vietnamese forces relied heavily on air power during the war. The B-52 heavy bomber, F4 Phantom, and Bell UH-1 guaranteed American superiority in the air.
The majority of North Vietnamese and Viet Cong armaments were manufactured by China and the Soviet Union.
A controversial tool used during the Vietnam War was "Agent Orange," a defoliant designed to strip away forest cover used by enemy guerrilla troops. After the war, the chemical mixture was found to cause tumors, birth defects, and other maladies, which both returning U.S. soldiers and many Vietnamese suffered from.
Vietnam protesters often falsely claimed that the draft unfairly targeted minorities. In fact, over 80% of draftees were white, and 10-15% were African American, which was reflective of the relative population levels at the time.
The splitting of Vietnam along the 17th parallel by the 1954 Geneva Conference was intended as a temporary measure, with elections planned in 1955 to reunify the country. The United States feared that Ho Chi Minh would win the national election, and thus helped the authoritarian Ngô Đình Diệm to take power in the South.
To this day, children in Vietnam are being born with horrific birth defects from the lingering effects of “Agent Orange,” an herbicide used by the U.S. military to destroy forest cover used by Viet Cong forces.
A 2015 federal study of Vietnam War veterans found that nearly 300,000 veterans suffer from daily health problems, whether physical or emotional, as a result of their experiences in the war.
The Vietnam War was instrumental in raising consciousness about Post-Traumatic Stress Disorder, which was only recognized by the American Psychiatric Association as a legitimate malady in 1980.
The bitter controversy surrounding the Vietnam War led many soldiers to feel unwelcome upon their return home. There are many stories of anti-war protesters spitting on soldiers upon their return. It is difficult, however, to separate fact from hyperbole in the midst of such social and emotional tumult.
The standard rifle used by U.S. ground troops was the M-16 rifle, while the communist forces used Russian-made AK-47s. The M-16 was less durable and generally inferior to the AK-47, which U.S. soldiers would take from fallen foes.
Many soldiers returning from the war felt they had been betrayed at home by liberals, hippies, and feminists who had undermined U.S. morale and the will to keep fighting, and the government, which had caved to social pressure.
American actress Jane Fonda was an outspoken anti-war activist, going so far as to travel to North Vietnam. She was photographed by an anti-aircraft gun, which outraged many people, some calling her actions treasonous. This trip earned her the nickname "Hanoi Jane."
The Gulf of Tonkin incident was the purported justification for increased U.S. involvement in the war. In August of 1964, the U.S. Destroyers Maddox and Turner Joy engaged in a firefight with North Vietnamese submarines. Most historians believe that the true nature of the engagement misrepresented to the American public and utilized, perhaps unjustly, by President Johnson as a causus belli.
Pits filled with spiked bamboo and covered over with leaves, called "punji pits," were common hazards faced by U.S. soldiers in Vietnam.
South Vietnamese president Ngô Đình Diệm was assassinated on November 2, 1963, a mere twenty days before President Kennedy was shot in Dallas.
The United States and South Vietnamese troops faced a two-pronged adversary: the North Vietnamese army and the National Liberation Front, better known as the Việt Cộng, South Vietnamese communists who used guerrilla tactics against U.S. forces.
More than 3/4 of U.S. soldiers volunteered for the war. Only 1.8 million out of the total 8.7 million who served were drafted.
In Vietnam, the common name for the war is Kháng chiến chống Mỹ, or the "Resistance War Against America."
Completed in 1982, the Vietnam Veterans Memorial in Washington, DC, commemorates the soldiers who died or went missing in action during the war. Inscribed on two long black walls made of gabbro stone are 58,313 names.
The Vietnam War dragged on for a variety of reasons, including the difficult, heavily forested terrain, the guerrilla tactics of the communist forces, and hesitant U.S. leadership restricting the army's options for decisive action.
1885-1940 France colonises the Indochina peninsula and divides Vietnam into three provinces: Tonkin, Annam, and Cochinchina.
1940 Japan conquers French Indochina.
1945 WWII ends. The defeated Japanese declare an independent Vietnam ruled by Emperor Bao Dai. French troops return. Ho Chi Minh's communist Viet Minh establishes the Democratic Republic of Vietnam in the North.
1946-54 First Indonchina War rages for eight years between French and Vietnamese loyalists in the South and the Viet Minh in the North.
1954 The Viet Nimh defeat the French in the battle of Dien Bien Phu. The Geneva Conference splits Vietnam along the 17th parallel, into the Northern communist Democratic Republic of Vietnam under Ho Chi Minh, and the Southern State of Vietnam, under Bao Dai.
1955 Bao Dai is deposed and replaced by nationalist leader Ngô Đình Diệm, who is favored by the U.S. The South "State of Vietnam" is renamed the Republic of Vietnam. South Vietnam requests U.S. military instructors, which are provided.
1961 President Kennedy increases military aid to South Vietnam, but does not commit US combat troops.
1963 Battle of Ấp Bắc is fought on Jan. 2. U.S. military leaders predict American military involvment to end by 1965, and announce military personnel withdrawal. Buddhist monks commit suicide by setting themselves on fire in opposition to Diem's oppressive rule. A CIA-backed military coup ends in Diem's assassination. He is replaced by Duong Van Minh.
1964 Gulf of Tonkin Incident occurs August 2-4. In August, U.S. Congress passes the Tonkin Gulf Resolution, giving the president wide powers to conduct the war in Vietnam. By the year's end, U.S. military strength in Vietnam is at 23,000.
1965 Bombing operation of North Vietnam "Rolling Thunder" begun. Total U.S strength by year's end is 181,000.
1966 Total U.S. military strength in Vietnam rises to 385,000.
1967 Operation "Junction City." U.S. strength is at 486,000 by year's end.
1968 The "Tet Offensive" begins on January 30th, a coordinated attack on key South Vietnamese positions by North Vietnamese and Viet Cong. The attack shocks the American public, and support for the war drops. President Johnson restricts U.S. bombing operations and announces he will not seek re-election. Richard Nixon is elected and promises gradual troop withdrawal. U.S. strength at year's end stands at 536,100.
1969 Ho Chi Minh dies. War protests sweep across the U.S.
1970 U.S. troops participate in a South Vietnamese offensive in Cambodia. Congress repeals the Tonkin Gulf Resolution. U.S. student protests continue on college campuses around the country.
1971 Over 500,000 anti-war protestors march in Washington D.C. The New York Times releases the "Pentagon Papers."
1972 North Vietnamese forces invade South Vietnam. The final American ground troops withdraw. 43,500 support personnel remain.
1975 North Vietnam takes Saigon, the capital of South Vietnam, and take control of the country. Saigon is renamed Ho Chi Minh City.
1Evans, Sophie Jane. "The Orphans of Agent Orange: Fifty Years On, Children Suffer from the Horrific Effects of America’s Use of Chemical Weapons during the Vietnam War." Daily Mail, March 13, 2014. Accessed: March 30, 2018.
2Greenspan, Jesse. "The Gulf of Tonkin Incident, 50 Years Ago." History.com, August 1, 2014. Accessed: March 30, 2018.
3Itkowitz, Colby. "How Jane Fonda’s 1972 Trip to North Vietnam Earned Her the Nickname ‘Hanoi Jane.’" Washington Post, September 18, 2017. Accessed: March 30, 2018.
4Lembcke, Jerry. "The Myth of the Spitting Anti-War Protestor." New York Times, October 13, 2017. Accessed: March 30, 2018.
5"My Lai Massacre." History.com, 2009. Accessed: March 30, 2018.
6Nalty, Bernard C., ed. The Vietnam War. New York: Salamander Books, 1996.
7"Pentagon Papers." History.com, 2011. Accessed: March 30, 2018.
8Stilwell, Blake. "17 Wild Facts about the Vietnam War." Business Insider, July 23, 2015. Accessed: March 30, 2018.
9Summers, Harry G. Vietnam War Almanac. New York: Facts on File Publications, 1985.
10Vietnam War Fast Facts. CNN Library, Updated March 27, 2018. Accessed: March 30, 2018.
11"Weapons of the Vietnam War." History.com, 2011. Accessed: March 30, 2018.
12Zwerdling, Daniel. "Vietnam War Study Raises Concerns about Veterans' Mental Health." NPR: All Things Considered, July 24, 2015. Accessed: March 30, 2018. | https://www.factretriever.com/vietnam-war-facts |
Who was the most important person in the Vietnam War?
Le Duan
Do you think US involvement in Vietnam was justified Why or why not?
The US justified its military intervention in Vietnam by the domino theory, which stated that if one country fell under the influence of Communism, the surrounding countries would inevitably follow. The aim was to prevent Communist domination of South-East Asia. In 1961, President John F.
Who were the main leaders of the Vietnam War?
Key People
- Ho Chi Minh. Ho Chi Minh (May 19, 1890 – September 2, 1969) was born Nguyễn Sinh Cung but was known in his youth as Nguyễn Tất Thành.
- Võ Nguyên Giáp.
- Ngô Đình Diệm.
- John Fitzgerald Kennedy.
- Robert McNamara.
- Dean Rusk.
- Lyndon Baines Johnson.
- General William Westmoreland.
What was the US involvement in Vietnam?
U.S. involvement escalated under President John F. Kennedy through the MAAG program from just under a thousand military advisors in 1959 to 16,000 in 1963. By 1963, the North Vietnamese had sent 40,000 soldiers to fight in South Vietnam. North Vietnam was heavily backed by the USSR and the People’s Republic of China.
How Why and when did the United States first get involved in Vietnam?
March 1965: President Johnson launches a three-year campaign of sustained bombing of targets in North Vietnam and the Ho Chi Minh Trail in Operation Rolling Thunder. The same month, U.S. Marines land on beaches near Da Nang, South Vietnam as the first American combat troops to enter Vietnam.
How did US involvement in Vietnam change over time?
The United States sent more and more troops to Vietnam in the 1960s. The United States turned over defense of South Vietnam to the South Vietnamese army. The United States took over the defense of South Vietnam. The Gulf of Tonkin Resolution gave the president more authority to get involved in Vietnam….
How and why did US involvement in Vietnam escalate?
Johnson’s anxieties about U.S. credibility, combined with political instability in Saigon, China’s resistance to negotiations, and Hanoi’s refusal to remove troops from South Vietnam and stop aiding the National Liberation Front led him to escalate the U.S. military presence in Vietnam from 1964 through 1967.
Who was once in power of Vietnam?
France continued to rule until it was defeated by communist forces led by Ho Chi Minh in 1954. The country became divided into Communist North Vietnam and the anti-Communist South. The Vietnam War raged for years between the two countries with the US supporting the South and communist countries supporting the north.
Do you think US involvement in Vietnam was justified why or why not quizlet?
I do not think US involvement in the Vietnam war was justified. The reason the US even entered the Vietnam war was to stop the spread of communism. While they may have succeeded for the time being, communism is still a problem today and I feel that makes the US involvement in the war completely unjustified.
What was the most used weapon in the Vietnam War?
M-60 machine gun
What is the most accurate round at 1000 yards?
Tactical-Life
- JON WEILER — Preferred Caliber For 500 To 1,000 Yards And Beyond: 6.5 Creedmoor.
- JOHN BUOL — Preferred Caliber For 500 To 1,000 Yards And Beyond: 5.56mm NATO.
- BUCK DOYLE — Preferred Caliber For 500 To 1,000 Yards And Beyond: .260 Remington (130-grain Berger AR Hybrid OTM Tactical)
Is a longer barrel more accurate?
The short answer: Yes, a longer gun barrel improves accuracy. Theoretical accuracy of handguns and rifles is driven by rifling, barrel length, and bullet mass. Therefore, a longer barrel increases the exit velocity of the bullet and the effective range of the bullet.
What caliber rifle Do Marine snipers use?
Over the next five years, the MRAD will replace the Army’s existing M107 sniper rifle and M2010 Enhanced Sniper Rifle under the Precision Sniper Rifle program, and all bolt action rifles in the Marines, delivering conversion options so that snipers can choose from 7.62mm, . 300 Norma Magnum and .
Were ak47 used in Vietnam War?
The AK-47 has developed a reputation for simplicity and rugged reliability. While the AK-47 was shipped to Vietnam in great numbers to equip the North Vietnamese Army and the Viet Cong insurgency, it also armed the Soviet Red Army and its Cold War allies of the Warsaw Pact.
What caliber rifle is most accurate?
6.5 Creedmoor
What rifle did snipers use in Vietnam?
During the Vietnam War, the Marine Corps decided they needed a standard sniper rifle. After testing several possibilities, they ordered seven hundred Remington Model 40x rifles (target/varmint version of the Model 700 bolt-action rifle), and gave them the M40 designation.
What is the most accurate rifle in the world?
The 10 Most Accurate Rifles We’ve Ever Tested (Plus, the Most Accurate Rifle Cartridges)
- Seekins Precision Havak Pro Hunter. The Seekins Precision Havak Pro Hunter is a great long-range hunting rifle.
- Browning X-Bolt Max Long Range Hunter. Browning’s X-Bolt Max Long Range Hunter is a great value.
- Mauser M18.
- Proof Switch.
How did the Vietcong usually attack US troops?
The Viet Cong dug elaborate tunnel complexes to use as safe bases, conducted hit-and-run attacks on Americans, and tried to avoid large-scale battles. The GIs usually moved slowly, calling in preliminary strikes before committing any troops, and so the Viet Cong often knew when they were coming.
What did the Vietcong call American soldiers?
American soldiers referred to the Viet Cong as Victor Charlie or V-C. “Victor” and “Charlie” are both letters in the NATO phonetic alphabet. “Charlie” referred to communist forces in general, both Viet Cong and North Vietnamese.
What rifle did Chris Kyle use as a sniper?
300 Winchester Magnum
Who was the leader of the Viet Cong?
Ho Chi Minh
What was the old name of Vietnam?
Names of Vietnam
|hide|
|1887–1954||Đông Pháp (Bắc Kỳ, Trung Kỳ, Nam Kỳ)|
|from 1945||Việt Nam|
|Main template|
|History of Vietnam|
Where did the Viet Cong get their weapons?
During the early stages of their insurgency, the Viet Cong mainly sustained itself with captured arms (often of American manufacture) or crude, self-made weapons (e.g. copies of the US Thompson submachine gun and shotguns made of galvanized pipes). Most arms were captured from poorly defended ARVN militia outposts.
What were North Vietnamese soldiers called?
People’s Army of Viet-Nam
What advantage did the Viet Cong have over the American military?
What military advantages did the Vietcong have over the Americans? They had many useful advantages such as effective hit and run tactics, a better knowledge of the land and the juggle, and they had the advantage of secrecy because they cold disguise themselves as civilians and attack troops.
What sniper rifle is called a Kate?
Tac-Ops Bravo 51
Why were the Vietcong tactics successful?
They were extremely successful because they had very good and vital knowledge of the forests and jungles and were able to protect their supplies from damage by using the Ho Chi Minh Trail.
What did they call the Vietnamese soldiers?
Viet Cong (VC), in full Viet Nam Cong San, English Vietnamese Communists, the guerrilla force that, with the support of the North Vietnamese Army, fought against South Vietnam (late 1950s–1975) and the United States (early 1960s–1973). The name is said to have first been used by South Vietnamese Pres.
What is the best caliber for 1000 yards?
Best Long Range Rifle Caliber for Competition Benchrest shooting down to 22 rimfire or air rifles are available. Center fire competitions are held at 300, 600 and 1000 yards. Everything from 22 to 50-caliber is used, with the big bores in their own class. Generally, the 6mm to 338’s is the preferred choice.
Do Snipers carry two rifles?
The 338 sniper rifle is the vital firearm for any sniper and is the primary weapon system for long-range shooting. The second weapon carried by a sniper is an SA80, another primary weapon system used by all snipers. It is designed for anti-ambush drills and small-range combat.
Who started the Vietnam War?
The Vietnam War had its origins in the broader Indochina wars of the 1940s and ’50s, when nationalist groups such as Ho Chi Minh’s Viet Minh, inspired by Chinese and Soviet communism, fought the colonial rule first of Japan and then of France. | https://cowetaamerican.com/2021/12/19/who-was-the-most-important-person-in-the-vietnam-war/ |
Perhaps because I thought Timothy J. Lomperis had made some of the same errors I had found in the work of Colonel Harry Summers, I reacted rather strongly to Lomperis’ 1988 article in Parameters.1 Unfortunately, the editor of that journal did not look as favorably upon my submission as his predecessor had upon my response to Summers. Seeing what I believed to be an erroneous analysis of the Vietnam War becoming so widely accepted was too disturbing for me to give up in my attempt to present what I believed to be a more accurate alternative interpretation. Although he rejected my manuscript, the editor at Parameters made a number of helpful suggestions, and a revised version of my paper appeared in The Journal of Military History in 1990.
The argument below elaborates upon a number of points treated in a cursory manner in the previous chapter. I believe that the two chapters taken together undermine the widely held view, evident in the quotations below, that the conflict in Vietnam was a war of aggression rather than a revolutionary civil war.
* * * * * *
. . . the war in Vietnam was not a true insurgency but a thinly disguised aggression –Norman B. Hannah, 1975.
However the conflict began decades earlier, it has not ended as a bonafide civil war –Colonel Robert D. Heinl, 1975.
It was not . . . a victory for people’s revolutionary war but a straight forward conventional invasion and conquest –Sir Robert Thompson, 1975.
There is great irony in the fact that the North Vietnamese finally won by purely conventional means, using precisely the kind of warfare at which the American army was best equipped to fight –W. Scott Thompson & Colonel Donaldson D. Frizzell, 1977.
There are still those who would attempt to fit it into the revolutionary war mold and who blame our defeat on our failure to implement counterinsurgency doctrine. This point of view requires an acceptance of the North Vietnamese contention that the war was a civil war, and that the North Vietnamese regular forces were an extension of the guerrilla effort, a point of view not borne out by the facts –Colonel Harry G. Summers, Jr., 1982.
In Vietnam, the guerrillas largely disappeared after they rose to mount a conventional attack, and the war then had to be won by the communists in conventional, almost American, terms –Timothy J. Lomperis, 1988.
The argument that in Vietnam the communists, often seen as "North" Vietnamese, triumphed in 1975 using "a conventional-war strategy" rather than engaging in a successful people’s or revolutionary war is obviously not a new one, and it may even represent the predominant view of the war among senior American military officers and government officials. At first glance the argument appears to be quite reasonable, buttressed by the credentials of the people making it, and it has great appeal to readers who may want to avoid interpretations implying that the United States lost the war in Vietnam because of its inability to combat a communist insurgency.2
In 1975 American TV viewers saw the tanks of communist regular forces moving through the streets of Saigon and into the grounds of the Presidential Palace, a scene that has been rerun numerous times since its original filming. The powerful image of that particular footage, more reminiscent of World War II than the combat in Vietnam during the 1960s, lends support to the argument that people’s war failed and that the war ended in a purely conventional attack. Also supporting such a view is the evidence, not widely recognized in the United States at the time, that local communist forces in South Vietnam were devastated during the 1968 Tet Offensive. Data gathered in the last years of the war indicated that many Vietnamese, particularly in the South, were tired of war, and even the communists noticed that enthusiasm for their cause was waning. It is thus no surprise that with the passage of time the proposition that people’s war failed in Vietnam and was replaced by a more successful conventional-war strategy has gained widespread acceptance.
One should be wary, however, of any argument that fits so well with the long-standing conventional war bias of the American military or the individual desires of people who served in Vietnam or supported the American involvement to believe that the United States was not defeated there. As persuasive and comforting as arguments about the failure of people’s war, the conquest of South Vietnam by the North Vietnamese, or the communist adoption of a conventional-war strategy may seem, they should be viewed with great skepticism, for they are often rooted in serious conceptual errors.
The war in Vietnam was not a war of aggression by the North against the South, nor was it ever a purely conventional war. From start to finish, the Vietnam War was a people’s war, and the communists won because they had, as one American general who served in Vietnam observed, "a coherent, long-term, and brilliant grand strategy–the strategy of revolutionary war."3
In arguing the case that the war in Vietnam was primarily a conventional conflict, a number of authors have equated people’s war with guerrilla warfare. They maintain that the inability of the communists to overthrow the Saigon government using guerrillas alone and the use of large numbers of regular troops in the final offensive of 1975 proves either the speciousness of the communist claim to have been fighting a people’s war or the complete failure of people’s war with the 1968 Tet Offensive. To understand people’s war, however, one must view the phenomenon through the eyes of its practitioners, and the writings of well known Vietnamese revolutionaries indicate clearly that the use of guerrillas was never the principal feature of the communist approach.
In Vietnamese communist writing, people’s war is defined in terms of its participants and its goals, as well as its strategies and tactics. General Vo Nguyen Giap described it as "essentially a peasant’s war under the leadership of the working class," a view present also in the writing of Truong Chinh, another important leader of the Vietnamese communist movement.4 Leadership resided in the communist party organization, as the representative of the working class, but the goal of mobilization was to create "a firm and wide national united front based on the worker-peasant alliance."5
For the Vietnamese communists, the political dimensions of people’s war were particularly significant. Giap claimed that in fighting against the French, "the agrarian policy of the Party played a determining role," and he referred to the importance of building "political forces" again in a 1967 discussion of the war in the South.6 Truong Chinh maintained that "military action can only succeed when politics are correct," adding that "conversely, politics cannot be fulfilled without the success of military action."7 In their theoretical and historical writings, the Vietnamese communists placed such importance on the coordination of the military and political dimensions of people’s war that Giap called it "a law of the revolutionary struggle in our country."8
As described by the communists, the process of people’s war was always far more comprehensive than interpretations emphasizing guerrilla warfare acknowledge. Truong Chinh wrote of resistance that "must be carried out in every field: military, economic, political and cultural," and Giap observed that "the fight against the enemy on all fronts–military, political, cultural, diplomatic, and so forth–is waged at the same time."9 In his description of the people’s war against the French, Giap noted that "parallel with the fight against the enemy, . . . our Party implemented positive lines of action in every aspect, did its utmost to mobilise, educate and organize the masses, to increase production, practice economy, and build local armed and semi-armed forces."10 To focus solely on the military elements of people’s war is to miss the essential comprehensiveness of the approach.
Even when writing about the strictly military aspects of people’s war the communists presented a picture of the phenomenon that is totally at odds with a fixation on guerrilla warfare. If any single strategic element predominated in the Vietnamese conception of people’s war, it was protraction rather than the use of guerrillas. Ho Chi Minh observed in 1950 that "in military affairs time is of prime importance," and he ranked it "first among the three factors for victory, before the terrain conditions and the people’s support."11strategy of a long-term war " first on his list, and earlier, during the war against the French, Truong Chinh observed that "the guiding principle of the strategy of our whole resistance must be to prolong the war."12 As the latter told his compatriots, "only by wearing the enemy down, can we fulfill the strategic tasks of launching the general counter-offensive, annihilating the enemy and winning final victory."13 Giap presented a similar view two decades later when he noted that "protracted resistance is an essential strategy of a people . . . determined to defeat an enemy and aggressor having large and well-armed forces."14 Writing of "the imperatives of the people’s war in Viet Nam" in 1961, General Giap placed "the
Militarily, guerrilla warfare was only one element in a comprehensive approach, and the Vietnamese practitioners of people’s war never viewed it as decisive. Giap noted that the war against the French had "several phases." Guerrilla warfare was important, "especially at the outset," but with time "guerrilla warfare changed into mobile warfare." The communist military effort "passed from the stage of combats involving a section or company, to fairly large-scale campaigns bringing into action several divisions."15 Giap saw the move from guerrilla war to mobile warfare as necessary "to annihilate big enemy manpower and liberate land," and he claimed that "to keep itself in life and develop, guerrilla warfare has necessarily to develop into mobile warfare." For him that progression was nothing less than "a general law."16 Truong Chinh portrayed people’s war in a similar way, calling it a "war of interlocking," in which "regular army, militia, and guerrilla forces combine and fight together." He too noted the need for guerrilla warfare to be "transformed into mobile warfare."17
In commenting on the war against the Republic of Vietnam and its American ally, Giap wrote of the coordination of "guerrilla, regional, and main-force units."18 Similarly, in describing "the combined strength of people’s war" in the final offensive of 1975, Generals Giap and Van Tien Dung noted a variety of techniques: "military attacks by mobile strategic army columns as main striking forces, combining military struggle with political struggle and agitation among enemy troops, wiping out and disbanding large enemy units, completely liberating large strategic regions in the mountains, rural and urban areas, and winning total victory by means of a general offensive and uprising right in the ‘capital city’ of the puppet administration."19
For the Vietnamese practitioners of people’s war, guerrilla warfare was only one aspect of their military approach, with the military area itself being only one dimension of a much more comprehensive system of revolutionary warfare. In theory, the war moved through stages, from subversive activities that avoided direct confrontation with government military forces, to guerrilla war, and finally to mobile warfare in which regular forces predominated. In reality, however, Vietnam’s communist revolutionaries were more pragmatic. They moved their strategic emphasis back and forth from stage to stage as events and circumstances warranted. At times all three stages of activity existed simultaneously. In both theory and practice, people’s war in Vietnam always encompassed much more than guerrilla warfare.
The role of the Democratic Republic of Vietnam (DRV or North Vietnam) in the people’s war after 1954 is also frequently misunderstood by Americans. In part the problem is a function of the tendency of many Americans to see North Vietnam as a separate country bent on the conquest of its southern neighbor. Those same Americans have also tended to describe the 1975 offensive as an attack by "North" Vietnamese, implying that the leadership of the Vietnamese communist movement had regional rather than national roots.
In the eyes of Vietnam’s communist leaders, however, the DRV was never a complete state, and their conception of Vietnam always included the territory governed by Saigon as well as that administered by Hanoi. General Giap characterized the North as "the liberated half of our country," seeing the DRV as "a firm base of action for the reunification of the country."20 In 1956 Ho Chi Minh told the southern cadres regrouped above the demilitarized zone that the North was "the foundation, the root of the struggle for complete national liberation and reunification of the country." It was to become, he told them, "a strong base for our entire people’s struggle."21 Later, General Giap would refer to the North as "the vast rear of our army" and "the revolutionary base for the whole country."22
During the war against the French, Truong Chinh had noted Lenin’s remark that "to wage a real war, we must have a strong and well organized rear," deeming it "very precious counsel for us in this long-term resistance war."23 In the people’s war for unification that followed the French withdrawal, the communists would not forget that "precious counsel." At the 1963 meeting of the Central Committee of the Vietnamese Worker’s Party in Hanoi, the Third Party Congress recognized the special role of the DRV, saying the time had arrived "for the North to increase aid to the South" and "bring into play its role as the revolutionary base for the nation."24 Communist leaders did their best to maintain the fiction that the war in the South was being waged only "by the people and liberation forces of South Viet-Nam under the leadership of the National Front for Liberation," as Ho Chi Minh told a Western correspondent in 1965. Pham Van Dong had been equally disingenuous when he told Bernard Fall in 1962 that "the heroic South Vietnamese people will have to continue the struggle by their own means."25 In the United States many opponents of the American war in Vietnam, including more than a few scholars, appear to have been deceived into accepting what George Kahin and John Lewis claimed was "the inescapable conclusion that the Liberation Front is not ‘Hanoi’s creation.’" They argued instead that the Front "has manifested independence and it is Southern."26
The fiction could not be maintained, however, and by 1967 General Giap would openly portray the war as a "revolutionary struggle" waged by "people throughout the country," both North and South. As he wrote at the time, "to protect the north, liberate the south, and proceed toward reunifying the country, the northern armed forces and people have stepped up and are stepping up the violent people’s fight."27 The United States government was correct in its claim that the communist guerrillas and cadres in the South, as well as the National Liberation Front, were operational elements of the DRV. Clearly people in the American anti-war movement often had difficulty distinguising between reality and communist propaganda, but they did not have a monopoly on self-deception. Americans supporting the war also failed to distinguish between reality and their own propaganda, refusing to see that a sovereign and independent Republic of Vietnam (RVN) could only exist if the Saigon government and its American ally won the war. The RVN was not a state to be defended but a state to be created. For Vietnam’s communist leaders, a divided Vietnam was a Vietnam in agony, and as noted in the previous chapter, they were firmly committed to the goal of unification.
Authors who write of "the partitioning of Vietnam at the 17th parallel as a result of the Geneva Accords of 1954" and "North Vietnamese bent on reunifying the country," as one scholar has recently, need to give more careful attention to the available evidence.28 The Geneva Accords created a situation in which two governments existed within Vietnam, but the Geneva documents did not "partition" the country. In 1954, neither communist nor anticommunist Vietnamese accepted the idea that their nation had been partitioned. As a U.S. National Intelligence Estimate noted in November 1954, "Partition at the 17th parallel is abhorred by all Vietnamese, who regard unity of the three regions of Vietnam as a prerequisite of nationhood."2930 Leaders of the rival governments in Hanoi and Saigon both viewed the 17th parallel dividing line as it was defined in the Geneva declaration: a "military demarcation line" that was "provisional and should not in any way be interpreted as constituting a political or territorial boundary."
Communist leaders repeatedly claimed that only one, not two Vietnams existed, and initially non-communist leaders in the South took the same position. Communist strength in the North precluded unification of Vietnam on terms acceptable to the United States and its Vietnamese allies in the South. In explaining the war, American leaders created a grossly oversimplified and inaccurate picture of the war as the result of aggression by the sovereign state of "North" Vietnam against an independent and sovereign South. American leaders denied the civil nature of the conflict and worked for a solution to the Vietnam conflict similar to that achieved earlier in Korea. That outcome could only be achieved, however, if the United States succeeded in forcing the communists to abandon their goal of creating a revolutionary state in all Vietnam, a difficult task to say the least.
Significantly, the war in Vietnam was never a war of northerners against southerners. Before World War II, members of the Vietnamese communist party could be found throughout all of Vietnam. According to William Duiker, the Vietnamese Revolutionary Youth League, formed in 1925, "had sunk its roots in all three regions of Vietnam,"31 and Ho Chi Minh’s August 1945 revolution was a nation-wide movement.32 Not only was communist leadership in Vietnam national rather than regional from an early date, but it remained very stable throughout more than two decades of conflict. Except for a few readjustments after the death of Ho in 1969, it changed little from the 1950s to the mid-1970s.33 Although the war in the South was directed by communists in Hanoi, that did not mean that the war was directed by "North Vietnamese." In fact, the group "bent on reunifying the country" was never composed solely of "North Vietnamese" or even led by them.
Although biographical information on Vietnam’s communist leaders is incomplete, the data that do exist support the conclusion that the people who controlled the DRV and the war to overthrow the government in South Vietnam came from all regions of the country. Both before and after Ho’s death four of the eleven members of the politburo came from south of the 17th parallel (36.4%), as did six of fourteen members of the politburo at the time of the communist triumph in 1975 (42.9%). In 1973, a majority of the nine member Secretariat of the Vietnamese Workers Party (VWP) came from the South, as did half of the members whose place of birth can be determined (20 of 38) elected to the Council of Ministers following the communist triumph.34
As a 1973 analysis of VWP leadership by the U.S. mission in Vietnam observed, one fact "that leaps out of the data about VWP Central Committee members is the large number of them, including Ho Chi Minh himself, who were born or were first active politically in Central Viet-Nam." The study noted that "a disproportionate number of the leaders of Vietnamese communism," including "leaders of the Party and government in the DRV, and of the People’s Liberation Armed Forces and the People’s Revolutionary Party in South Viet-Nam," were drawn from the "central provinces in both North and South Viet-Nam."35 Individuals from central Vietnam constituted a majority in the Politburo and the VWP Secretariat during the war and in the Council of Ministers elected after it. Although the seat of the communist government that conquered the South resided in North Vietnam, its leadership was national, not regional.
The names of some of the individuals from south of the 17th parallel who held high positions in the communist leadership during the war are well known. One was Pham Van Dong, "probably Ho’s closest associate since 1955," according to Bernard Fall.36 Another was Le Duan, who became the Party’s leader following Ho’s death in 1969, while the southerner Ton Duc Tang assumed Ho’s title as president. Other southerners among the communist leadership, less well known to most Americans, included two central committee members (Hoang Anh and Tran Quoc Hoan) and six leaders of the National Liberation Front and/or the People’s Revolutionary Government in the South who also joined the government of the unified communist Vietnam after the war (Nguyen Thi Binh, Nguyen Van Hieu, Vo Van Kiet, Tran Luong, Huynh Tan Phat, and Tran Dai Nghia).37
Other communist southerners also gained widespread recognition. Colonel Bui Tin, a journalist who found himself the ranking regular officer at the Presidential Palace in Saigon, became prominent when he accepted the surrender there in April 1975, and General Tran Van Tra’s history of the final offensive has become an important source for American scholars researching the war. Countless southerners also served in the ranks, not only as political cadres and guerrillas, but also as regulars. No knowledgeable author disputes the fact that southerners provided the vast majority of the combatants in the Viet Cong units that carried the major burden of the war before 1969, just as widespread agreement exists that the communist leadership in Hanoi initiated and directed the war in the South from its inception.
The regular forces that moved down the Ho Chi Minh trail to participate in the large unit war against the Americans contained soldiers returning to the South as well as combatants from the North. Xuan Vu, for example, described the high morale of southerners in late 1965, "dying to go back . . . motivated by the idea of the great General Uprising."38 Even the White Paper issued by the Department of State in 1965 provided evidence that the communists infiltrating the South were not northerners, although that was not the document’s intention. Although the White Paper claimed that "as many as 75 percent" of the Viet Cong entering the South from January through August 1964 "were natives of North Viet-Nam," the eighteen cases given as specific examples consisted overwhelmingly of individuals born south of the 17th parallel. Southerners made up eight of the document’s nine "individual case histories" and seven of an additional nine "brief case histories of typical Viet Cong" presented in an appendix.39
The conclusion from the available evidence seems clear: the communist movement in Vietnam was not directed by northerners, although the communist seat of power and government was in Hanoi, and the war that ended in 1975 was not a conquest of the South Vietnamese by the North Vietnamese. The war ended in a communist victory, but the leaders of Vietnam’s communist movement came from both sides of the 17th parallel, with the central region of the nation predominating. As historian Warren I. Cohen has observed, "if analysts persist in the notion that two separate nations existed in Vietnam in 1954, they will never understand the United States defeat there." The war between communist and anti-communist Vietnamese "was not a war of aggression by one nation against another. Separateness was something to be won on the battlefield by the secessionists, not proclaimed by others or imposed from outside."40
Although the communist goal of unification under a revolutionary government was remarkably consistent, flexibility, rather than rigid commitment to guerrilla warfare or any other particular approach, was the hallmark of the people’s war in Vietnam. Thomas K. Latimer highlighted that flexibility in his survey of the ongoing debate within the leadership of the Vietnamese Workers Party over the proper strategy in the struggle for unification. From 1954 to 1958, the communists undertook political organization and mobilization in the South while building socialism in the base area of the North and awaiting the collapse of the Ngo Dinh Diem government in Saigon. When that collapse did not take place, the communists adopted a more forceful approach, beginning with guerrilla warfare in 1959 and attempting to shift to mobile warfare in 1964. That move was thwarted by the United States, as was an attempt to gain a decisive victory early in 1968. The 1968 failure led to the recognition by leaders of the Party that negotiation and not general uprising might be the key to "push the Americans out of South Vietnam by coordinating the political struggle with diplomacy."41 Latimer viewed the strategic shift following the 1968 Tet offensive, outlined in a May 1968 report authored by Truong Chinh, as "a half-step retreat."42 At the time, the communist leadership reaffirmed the value of the protracted war model and focused their attention on the United States as the primary enemy to be negotiated or manipulated out of Vietnam. Political events within the United States made the achievement of that goal possible, but not before another communist move to mobile warfare was thwarted in 1972.
Given the flexibility inherent in the communist approach, none of the defeats proved decisive. Instead, the communists regrouped to make a successful bid for victory in 1975. As Latimer observed, "it was this ability to remain flexible, to fall back to a protracted war strategy, to beef up the political struggle aspect, as well as plunge ahead from time to time in an all-out military effort, which enabled the Vietnamese communists to sustain their ‘revolution’ in the south."43 Another American scholar, Patrick J. McGarvey, had reached a similar conclusion even earlier. He concluded after the Tet offensive of 1968 that "Communist strategy will remain a dynamic one," in which "decisions will continue to be based on the realities of the battlefield." At about the same time Douglas Pike observed that "none of these three means–diplomacy, proxy struggle, or direct military–is mutually exclusive."44 Pike noted that the communist leadership in Vietnam "has no hesitation about abandoning one method or policy when another appears more promising."45
Just as people’s war appeared to be nothing more than guerrilla warfare to some Americans, and the communist leadership appeared to be "North" Vietnamese, the communists seemed to have triumphed in 1975 by using a highly conventional approach. One author has even described the winning communist strategy as "an American one."46 The Vietnamese communists’ own descriptions of the final offensive, however, support a very different conclusion.
The local communist apparatus in the South was hurt badly during the 1968 offensive, with high casualties and resulting demoralization, and the damage had not been completely repaired by the time of the 1973 cease fire agreement. In his study of the war in Long An province, Jeffrey Race noted that "the revolution movement in late 1970 was in a difficult position,"47 a view confirmed by captured communist documents.48 In his memoir, General Tran Van Tra, commanding communist forces in the region surrounding Saigon, observed that as late as 1973 "all units were in disarray, there was a lack of manpower, . . . shortages." According to Tra, mid and lower level cadres, seeing the enemy "winning many new victories," concluded "that the revolution was in danger."49 That did not mean, however, that the Viet Cong had been totally destroyed.
The estimate of relative strength that appears in Colonel William Le Gro’s study Vietnam from Cease-Fire to Capitulation indicates that local forces of one kind or another still made up a substantial portion of communist strength in South Vietnam, particularly outside of Military Region I. Although the Viet Cong constituted only 16.9% of total communist combat troops in January 1973, local forces provided more than 50% of the administrative and service personnel. In Military Region III, local forces supplied 20% of the combat troops and 68.8% of the administrative and service personnel. In Military Region IV the percentages were 40.7 and 92.3 respectively.50 The ARVN Chief of Staff for II Corps estimated that in 1975 communist regular units constituted no more than 46% of the forces he faced in his area.51
Such estimates indicate that Viet Cong strength after Tet had recovered far more than advocates of the conventional war thesis would have one believe, particularly in the heavily populated region of the Mekong Delta and the area surrounding Saigon. Furthermore, estimates such as Le Gro’s are of military strength, and they do not appear to include the communist political infrastructure. Although the Viet Cong had been devastated at Tet and hard pressed afterward, they had not been destroyed.
The strength and value of local irregular forces would become apparent in 1975 when the communists began their final offensive. Although the American military has used irregular forces in mounting a conventional attack, it does not rely upon aid from guerrilla forces, popular militia, and political cadres in the enemy’s homeland to facilitate and sustain the offensive movement of its regular forces. In Vietnam in 1975, however, communist regulars were not only dependent upon the aid received from irregulars, but their success was the result of years of unconventional warfare that had severely erroded the will and fighting ability of their anticommunist opponents. To call the communists’ 1975 offensive "conventional" completely ignores both the events that had made the offensive possible and the role of irregular forces in supporting the final attack.
In assessing the successful campaign in the South, Generals Giap and Dung claimed that "everywhere regional forces, militia, guerrillas and self-defense units seized the opportunity to hit the enemy." They gave local forces credit for having "seized control in many places, wiped out or forced the withdrawal or surrender of thousands of garrisons, shattered the coercive machine of the enemy at the grassroots level, and smashed their ‘popular defense’ organizations." The result of that activity was "better conditions for our regular units to concentrate their attacks on the main targets of the general offensive."52 General Tran Van Tra described the 1975 offensive in a similar way, noting the use "of combined forces–both armed forces and the political forces of the people–in a widespread general offensive and uprising." Tra claimed that the communists "prepositioned" regular forces "in each area, in coordination with extensive local [forces] and militia" to create "an extremely potent revolutionary people’s war."53
Communist descriptions of specific battles during the 1975 campaign also noted the involvement of irregular forces. According to General Tra, the successful attack on Phuoc Long province that preceded the 1975 offensive was the work of two "understrength" divisions, "in combination with the local forces," and he noted similar cooperation between local and regular forces in the Mekong Delta at the time of the general offensive.54 Further north, according to General Dung, the liberation of Tam Ky and Tuan Duong, and the defeat of the 4th and 5th regiments of the ARVN 2nd division on March 24 and 25 was the result of attacks by the 2nd division of Zone 5 "in coordination with regional forces." He also gave credit for the liberation of the northern part of Quang Ngai province to "regional forces, in coordination with the masses."55 Dung and an official history published in Hanoi both noted the coordination of regular units with attacks by local forces in other battles in Zone 5, including the attack on Danang.56 Interviews with RVN officials and military officers confirmed the important role played by communist irregulars, sustaining the conclusion that ARVN forces in III and IV Corps were so "hard pressed and tied down by local Communist forces" that they "could not be disengaged to form reserves to meet the fresh enemy divisions moving down from the north."57
Irregulars were particularly active as the communist attack converged on Saigon. In 1972 communist forces in the Mekong Delta had not supported the offensive elsewhere, and RVN units from IV Corps had been used to reinforce III Corps. According to the ARVN Commander of the Capital Military District, in 1975 the communists "tied up those troops by the activities of the local Communist forces." Later those same local forces moved in captured vehicles into Long An province to threaten Route 4 and support the offensive against Saigon.58
General Dung also noted that in the provinces surrounding the city local forces at all levels increased in size and engaged in "continuous activities" that "tied down and drew off a number of enemy main-force units in IV Corps" and elsewhere, while "special action and sapper units" worked within the city.59 Another communist history noted the way in which local forces helped to create "a staging area for our main-force units" by their attacks on "outposts, subsectors, and district capitals."60 A specific example of such an attack, in which guerrillas surrounded an enemy post at Bo Keo, appeared in the diary of Tran Ham Ninh, aide to General Vo Van Thanh, commander of the column attacking Saigon from the south.61
According to General Dung, following the fall of Saigon, in the Mekong Delta and throughout the southern region the communists "mounted a series of attacks under the direct leadership of the local party branches." He claimed that by "coordinating these attacks with uprising by tens of thousands of the masses, they liberated all cities and towns, captured all big military bases, all district towns and subsectors, and all enemy outposts."62 Although General Tra’s claim that "the spirit of the masses were seething" and the statement in an official communist history that "in addition to the military attacks, millions of people arose" in the final days of the campaign may well be exaggerations,63 the important work of communist cadres and irregulars in the 1975 offensive should not be underestimated.
In addition to the role that irregulars played in intelligence gathering, logistical support, and combat, communists at the local level engaged in significant political activity directly supporting the 1975 offensive. Giap and Dung observed that local political forces "carried out a campaign of agitation among enemy ranks to bring about their disintegration," helping to destroy the agencies of enemy political power and helping "set up revolutionary power in various locations."64 General Tra claimed that during the offensive "many villages set up revolutionary administrations," and General Dung noted that by the time of the attack on Saigon "our political infrastructure existed in every section of town." Inside the city, he wrote, "there were dozens of members of the municipal party committee and cadres of equivalent rank, members of special war committees, hundreds of party members, thousands of members of various mass organizations, and tens of thousands of people who could be mobilized to take to the streets."65
The cadres and their followers not only took political power as the offensive proceeded and the Saigon government collapsed, but they acted in advance to undermine the morale of the enemy’s armed forces. Tran Ham Ninh referred in his diary to "coordinating combat and the proselyting of enemy trooops," and according to General Dung, during the attack on Saigon people within the city "used megaphones to call on Saigon soldiers to take off their uniforms and lay down their guns." Such popular action, wrote Dung, "created a revolutionary atmosphere of vast strength on all the city’s streets."66
To call the communist offensive in 1975 a conventional attack one must ignore the numerous references in communist sources regarding the important contribution made by local forces and political cadres. One must also ignore statements in which Vietnamese communists specifically characterize the attack as one falling outside the traditional category of conventional war. General Tra, for example, maintained that the 1975 offensive was "not a plan to launch a general counteroffensive . . . as in a regular war." Instead, it embodied "parallel military and political efforts."67 General Dung described the campaign as one in which "our forms and methods of fighting and style of attack bore the spirit of the rules of revolutionary warfare in the South," and the March 1975 description of the attack provided by the Politburo in the midst of the campaign described it as a "general offensive and general uprising." By "coordinating offensives and uprisings" the communists saw themselves "striking from the outside in and from the inside out."68
In describing their defeat in interviews after the war, officials and officers of the RVN stressed their own failures in ways that also emphasized the unconventional aspects of the war. Their stories of panic, disorder, demoralization, defeatism, paralysis, and incompetence seemed to confirm the communist view that the war was won as much by political and diplomatic maneuvers as by military ones. According to the RVN respondents, the collapse of the South was caused more by internal problems that had developed over many years than by the weight of the final communist offensive. General Tran Van Don lamented the "incompetence on our military side," while another anonymous respondent spoke of "lazy, corrupted and unqualified generals." The Speaker of the House, Nguyen Ba Can, believed that by 1975 there existed a "psychological collapse that struck every South Vietnamese," seen, among other things, in the "widespread" draft dodging noted by Buu Vien and other officials. Despite strong communist pressure, leaders were "unwilling or afraid to take any initiative."69 The problems described by the ARVN officers and government officials, including the abandonment of South Vietnam by the United States, were the results of years of protracted war and not a function of the final communist offensive. The 1975 attack was the coup de gracecoup de main depicted in many recent American accounts. of a successful people’s war rather than the
Although the 1975 communist offensive relied upon regular units attacking in very conventional ways, the descriptions of the offensive by the men who directed it and by those who tried to counter it indicate that the communists were definitely not engaging in conventional war as that term is understood in the United States. American conventional war doctrine does not anticipate reliance upon population within the enemy’s territory for logistical and combat support. It does not rely upon guerrilla units to fix the enemy, clear lines of communication, and maintain security in the rear. And it certainly does not expect enemy morale to be undermined by political cadres within the very heart of the enemy’s territory, cadres that will assume positions of political power as the offensive progresses. Yet all of these things happened in South Vietnam in 1975, and to call the offensive that orchestrated them a conventional attack, as that term is normally understood in the United States, is to misunderstand the reasons for communist success. As William Duiker has observed, "the fact that the 1975 campaign was primarily a military offensive should not obscure the fundamental reality that the Party’s success over a generation was attributable, above all, to nonmilitary factors."70
Despite the evidence contradicting their views, some people will no doubt continue to believe that North Vietnamese communists conquered South Vietnam with a conventional strategy. That interpretation of the war, carrying with it the implication that the United States might have won in Vietnam had it recognized at the onset that the conflict would be a conventional one, explains the American failure in a way that does not mandate significant change in the future. If the United States military was fighting the wrong kind of war, rather than fighting the wrong way, then future problems of a similar kind can be solved without retooling and retraining. By ignoring facts that do not fit their interpretation, leaders and followers alike can thus avoid the reassessment of doctrine and policy that a significant defeat ought to stimulate.
To learn from the American experience in Vietnam one must understand the nature of the war that was fought there. At no time was it a conventional war; from beginning to end it was a people’s or revolutionary war in which both irregular and conventional forces played important roles. It was also not a war between North and South; it was always a conflict between Vietnamese communists from all parts of Vietnam and anti-communists, also from all parts of Vietnam but located geographically in the nation’s southern half. Although the communist war effort was directed from Hanoi and depended on northern as well as southern resources, the war was fought and won in the South by the application of a strategy incorporating political and diplomatic as well as military struggle over a prolonged period of time. In short, it fit the model of people’s war articulated by both Asian theorists and their Western interpreters. The conflict ended in 1975 after a communist offensive by regular units and local irregulars quickly demolished a dispirited opposition worn down by more than a decade of protracted war.
Long after the war, in 1988, General Phillip B. Davidson concluded that "our defeat in Vietnam has taught us nothing."71 If that pessimistic conclusion is true, then certainly some of the blame must rest with those who refuse to recognize the true nature of the war. No matter how much people might wish to believe that the communist strategy of people’s war failed in Vietnam or that communists from the North conquered the South in a conventional invasion, those views are not well supported by the evidence. To understand the war, one must first abandon the view that the conflict was a war of aggression, North against South, and recognize that the communist triumph was the result of the successful implementation of a strategy of people’s war.
Unfortunately, to learn from the past one must have more than an accurate historical assessment. For accurate histories to be of value, people must be willing to accept them, and that will often require the rejection of more comfortable interpretations which buttress existing preconceptions or allow institutions to avoid rigorous reassessment and reform. To date, the agony of Vietnam remains too vivid for many people to make the conceptual readjustment needed to understand America’s longest and least successful war. Until that readjustment is made, one can only hope that an ignorance of the past does not condemn the American nation or its people to repeat the agonies of Vietnam in some other place at some future date.
1 Timothy J. Lomperis, "Giap’s Dream, Westmoreland’s Nightmare," Parameters, 18 (June 1988), 18-32.
2 For examples see Anthony T. Bouscaren, ed., All Quiet on the Eastern Front: The Death of South VietnamThe Lessons of Vietnam (New York, 1977), p. 279; and Harry G. Summers, Jr., On Strategy: A Critical Analysis of the Vietnam War (Dell Pub. Co., 1984), pp. 121-122; and Timothy J. Lomperis, "Giap’s Dream," 30. (Old Greenwich, CT, 1977), particularly Robert D. Heinl, Sir Robert Thompson, & Norman B. Hannah, pp. 64, 119, & 148-149; W. Scott Thompson & Donaldson D. Frizzell, eds.,
3 Phillip B. Davidson, Vietnam at War: The History: 1946-1975 (Novato, CA, 1988), p. 796.
4 Vo Nguyen Giap, People’s War, People’s Army (New York, 1962), p. 27 (italics in original) and Truong Chinh, Primer for Revolt (New York, 1963), p. 109.
5 Giap, People’s War, p. 33.
6 Ibid., p. 31 and Vo Nguyen Giap, "Big Victory, Great Task" (New York, 1968), p. 73.
7 Chinh, Primer, p. 179.
8 Giap, "Big Victory," p. 52.
9 Chinh, Primer, p. 11 and Giap, ibid. See also, Giap, People’s War, p. 97.
10 Giap, People’s War, p. 145.
11 "Instructions Given at the Conference Reviewing the Second Le Hong Phong Military Campaign," in Bernard B. Fall, ed., Ho Chi Minh on Revolution: Selected Writings, 1920-1966 (New York, 1968), p. 188.
12 Giap, People’s War, pp. 5-46 and Chinh, Primer, p. 111 (italics in originals).
13 Ibid., p. 180
14 Giap, "Big Victory," p. 55.
15 Giap, People’s War, pp. 29-30.
16 Ibid., pp. 106-107.
17 Chinh, Primer, pp. 139 & 153.
18 Giap, "Big Victory," p. 74.
19 Vo Nguyen Giap & Van Tien Dung, How We Won the War (Ypsilanti, 1976), p. 41 (italics in original).
20 Giap, People’s War, pp. 49 & 34.
21 "Letter to the Cadres from South Vietnam Regrouped in the North" (June 19, 1956), in Fall, Ho, pp. 272-273 & 274.
22 Giap, People’s War, p. 146. Although it denied the legitimacy of such views, the United States government recognized them, quoting passages from Giap and others in a section entitled "North Viet-Nam: Base for Conquest of the South" in Department of State Publication 7839, Aggression from the North: The Record of North Viet-Nam’s Campaign To Conquer South Viet-Nam (Washington, D.C., 1965), pp. 20-21.
23 Chinh, Primer, p. 211.
24 Thomas K. Latimer, "Hanoi’s Leaders and Their South Vietnam Policies: 1954-1968" (unpublished doctoral thesis, Georgetown University, 1972), p. 154.
25 Fall, Ho, p. 322.
26 George McTuran Kahin & John W. Lewis, The United States in Vietnam, rev. ed. (New York, 1969), p. 120.
27 Giap, "Big Victory," pp. 47 & 28.
28 Lomperis, "Giap’s Dream," 25.
29 "National Intelligence Estimate, 23 November 1954, Probable Developments in South Vietnam, Laos, and Cambodia Through July 1956," in United States State Department, Foreign Relations of the United States, 1952-1954, Volume XIII, Indochina (Washington, D.C., 19822), Part 2, p. 2289. For early RVN statements on Vietnam as a single nation see Gareth Porter, ed. Vietnam: The Definitive Documentation of Human Decisions, vol. 1 (New York, 1979), pp. 581 & 656.
30 "Final Declaration of the Geneva Conference on the Problem of Restoring Peace in Indochina, July 1954," in Gareth Porter, ed., Vietnam: A History in Documents (New York, 1981), p. 160.
31 William J. Duiker, The Communist Road to Power in Vietnam (Boulder, 1981), p. 25.
32 The early years of Vietnamese communism are described fully in Huynh Kim Khanh, Vietnamese Communism, 1925-1945 (Ithaca, 1982). See also Duiker, Communist Road to Power, chs. 1-5.
33 "VWP-DRV Leadership, 1960-1973," Document No. 114,Viet-Nam Documents and Research Notes (Saigon, July 1973), 8.
34 Data compiled from ibid.; Central Intelligence Agency, Reference Aid: Council of Ministers of the Socialist Republic of Vietnam (Washington, 1977); Borys Lewytzkyj & Juliusz Stroynowski, eds., Who’s Who in the Socialist Countries (New York, 1978); and P. J. Honey, Communism in North Vietnam: Its Role in the Sino-Soviet Dispute (Cambridge, MA, 1963), ch. 2.
35 "VWP-DRV Leadership," 3-4.
36 Fall, Ho, p. 319.
37 See Central Intelligence Agency, Reference Guide for confirmation.
38 David Chanoff & Doan Van Toai, Portrait of the Enemy (New York, 1986), p. 179.
39 Aggression From the North, pp. 6-11 & 33-37.
40 Warren I. Cohen, "Vietnam: New Light on the Nature of the War?" The International History Review, IX (1987), 116.
41 Latimer, "Hanoi’s Leaders," p. 235.
42 Ibid., p. 343.
43 Ibid., p. 195.
44 Patrick J. McGarvey, Visions of Victory: Selected Vietnamese Communist Military Writings, 1964-1968 (Stanford, 1969), p. 57.
45 Douglas Pike, War, Peace, and the Viet Cong (Cambridge, MA, 1969), pp. 34-35.
46 Lomperis, "Giap’s Dream," 19.
47 Jeffrey Race, War Comes to Long An: Revolutionary Conflict in a Vietnamese Province (Berkeley, 1972), 276.
48 See, for example, "Directive 10/CT-71" and "Recapitulative Report on the Reorientation Courses Concerning the New Situation and Missions Conducted" in Viet Nam Documents and Notes, Number 102, Part III (Saigon, 1973).
49 Tran Van Tra, Vietnam: History of the Bulwark B2 Theatre, Vol. 5: Concluding the 30-Years War (Ho Chi Minh City, 1982 in JPRS No. 82783–2 February 1983), p. 33.
50 William E. Le Gro, Vietnam from Cease-Fire to Capitulation (Washington, D.C., 1985), p. 28.
51 Stephen T. Hosmer, Konrad Kellen, & Brian M. Jenkins, The Fall of South Vietnam: Statements by Vietnamese Military and Civilian Leaders (New York, 1980), p. 168.
52 Giap & Dung, How We Won, p. 41 (italics in original).
53 Tra, Vietnam, p. 151.
54 Ibid., pp. 132 & 147.
55 Van Tien Dung, Our Great Spring Victory (New York, 1977), p. 105.
56 Ibid., p. 109 and War Experiences Recapitulation Committee of the High-Level Military Institute, Vietnam: The Anti-U.S. Resistance War for National Salvation 1954-1975: Military Events (Hanoi, 1980 in JPRS 80968–3 June 1982), pp. 173 & 176-177.
57 Hosmer, Kellen, & Jenkins, Fall of South Vietnam, p. 231.
58 Ibid., p. 232.
59 Dung, Great Spring Victory, p. 249.
60 War Experiences Recapitulation Committee, Vietnam, p. 180.
61 Ninh’s diary entries are in Tra, Vietnam, pp. 178-185. The guerrillas surrounding Bo Keo are noted on p. 178.
62 Dung, Great Spring Victory, p. 249.
63 Tra, Vietnam, p. 162 and War Experiences Recapitulation Committee, Vietnam, p. 182.
64 Giap & Dung, How We Won, p. 42.
65 Tra, Vietnam, p. 196 and Dung, Great Spring Victory, p. 172.
66 Ninh in Tra, Vietnam, p. 182 and Dung, Great Spring Victory, p. 244.
67 Tra, Vietnam, p. 94.
68 Dung, Great Spring Victory, pp. 186 & 133.
69 Hosmer, Kellen, & Jenkins, Fall of South Vietnam, pp. 100, 75, 56, 119, & 71.
70 Duiker, Communist Road to Power, p. 319.
71 Davidson, Vietnam at War, p. 811. | http://aldeilis.net/english/peoples-war-in-vietnam/ |
The Vietnam War was a long andcostly armed conflict between the communist regime of North Vietnam who joined forces with its southern allies, also know as the Viet Cong, and South Vietnam and their principle ally, know as the United States of America. The War began in the year 1954, after the accession to power of Ho Chi Minh and his communist Viet Minh party in North Vietnam. This continued against the backdrop of what’s know as an intense Cold War between to global superpowers: The United Sates and the Soviet Union. There was a growing hatred by the people in America towards the war, both before and after president Richard Nixon ended up ordering the withdrawal of U.S. forces in the 1973. After all the American soldiers were withdrawn from South Vietnam the communist forces took control of Saigon in 1975, which ended the Vietnam War, the South and North then merged and were known as the Socialist Republic of Vietnam.
After World War II, both the United States and the Soviet Union were competing against each other for global power and domination. Afghanistan was one of the countries that searched for support from the Soviet Union after Pakistan accepted military ties with the United States in the year 1954. In return the Soviet Union used Afghanistan for their strategic location in order to counter the United States alliance with Pakistan and the other surrounding Persian Gulf States. It was in the year 1979 when the Soviets entered Afghanistan with their aim being to establish a key position in Asia. The Soviets wanted to use Afghanistan for trading possibilities and to have access to the Gulf oil. Afghanistan was a very vulnerable monarchy at the time that was led by King Zahir Shah, who was unable to merge the existing tribal society with a central government. Due to the incapability of merging the tribal society with a central government a revolt was eventually caused against the monarchy. The Soviets imposed rigorous military and social reforms in the country that began to make enemies within the different sectors of the population soon after their entry into Afghanistan.
The Soviets initiated land reforms, which ended up troubling the tribal leaders. They also carried out economic measures that worsened the conditions for the poor, and they tried to restrict ethnic uprisings by mass arrests, torture, executions and bombardments. Over 1 million Afghans died during this devastating period. The suppression to all these events were led by Afghan freedom fighter, also known as Mujahedeen, who were supported by the United States. After all the fighting in Afghanistan between the Soviets and the Mujahedeen, Soviet Premier Mikhail Gorbachev withdrew his forces from Afghanistan.
There are quite some similarities between these two wars. Both of the wars involved major powers that theoretically were fighting a much more inferior opponent, and in each case the major power lost due to the use of guerilla tactics by their opponents. Both nations’ real opponents supplied the opposing side in each war where the United States provided supplies to the Mujahadeen to fights against the Soviets and the Soviets provided supplies to the Viet Cong to fights against the United States. Each of these wars destabilized the government in the power nations own country, the Soviet government fell apart and Gorbachev would soon take power in the Soviet Union, and Vietnam destroyed the Johnson administration, which led to the election of Nixon. The major power countries went in assuming that the invaded country would be eager to change and adopt the governmental style and the economic philosophy of the major power country.
Major power countries have a bad habit where they think that everyone else wants to be just like them, but in most cases this is not true. Both of these wars lasted over 10 years and both major power nations (the United States and the Soviet Union) ended up on the losing side after the war. As there are similarities between the wars, there are also plenty of differences between these two wars. While the Soviet Union had interests in Afghanistan’s location for its trading possibilities and gulf oil, the United States had no interest in Vietnam’s location whatsoever. The United States was just largely concerned with trying to prevent the Soviet Union’s spread of Communism. The Soviet Afghan War ended when the Soviets left the territory, where as the Vietnam War continued after the United States left South Vietnam to fight the war by itself.
After the United States left the territory South Vietnam was able to hold off North Vietnam for 2 years until the North Vietnamese troops took over Saigon, which now goes by the name of Ho Chi Minh City. There is also another difference of how the wars came to an end. People, mostly consisting of students, in the United States were starting to protest against the war in Vietnam and former President Nixon ended the war in Vietnam because a loss in votes was at a greater cost to him than what the benefits would have been if they ended up winning the war, whereas in the Soviet Union the people had no say whatsoever whether the Soviets should back out of the War in Afghanistan. Nobody really knows why Mikhail Gorbachev withdrew his troops from Afghanistan.
The citizens of Vietnam were affected differently after the Vietnam War depending on what side of the war they were fighting for. On both sides houses were destroyed, families were split apart, and everyone lost someone they loved during the war. On the 30th of April 1975, Saigon the capital of South Vietnam fell under the control of North Vietnam. When this happened complete confusion took over the South and thousands over thousands of South Vietnamese tousled to the US military base that was located in South Vietnam in an attempt for them to escape from Vietnam. Thousands of South Vietnamese citizens tried to climb over the walls of the military base hoping the United States would offer support in helping them to withdraw from the country. The United States military was forced to beat the citizens of the wall.
For those citizens that weren’t able to escape the country via helicopter with the United States Army, many of them took boats and tried floating out of Vietnam while a few others tried walking through Cambodia and others that weren’t able to escape were just stuck in a country they didn’t want to be a part of. When talking to the Vietnamese people you can still see the effect the war had on them. The people in the North denote this day differently from those in the South. In the North they refer this day as a day of Liberation or Reunification while in the South the people denote this day as the Day We Lost Our Country. It is pretty much impossible to express the depth of sorrow and the full impact the war had on all the Vietnamese in text.
When the Soviet Union invaded Afghanistan in order to encourage a pro-Communist government in Afghanistan, nobody could have ever predicted the far-reaching effect that would be felt around the world decades later. What immediately followed the invasion was a 10-year civil war in the country, where the Soviet troops fought against the Afghan freedom fighter or also known as the Mujahedeen. This war in Afghanistan ended up becoming a holy war and a reconvening point for many Muslims within the country, where the conflict drew many young men from the across the Muslim population to fight on the side of the guerillas. According to the 9/11 Commission Report, “mosques, schools, and boarding houses served as recruiting stations in many parts of the world, including the United States.” The war was basically a virtual tie for about 7 years. But eventually a turning point broke out in 1986 when the United States and Great Britain decided to supply the Afghan guerillas with surface-to-air missiles.
This weaponry gave the ground forces of the guerilla a fighting chance against the Soviet air power. The 9/11 Commission Report declares that together with Saudi Arabia, the United States supplied the rebel Afghan groups resisting the Soviet occupation with billions of dollars’ worth of secret assistance. The Afghans declared victory in April 1988 and the Soviet troops began to withdraw in the early stages of the year after, this was all possible because of all the support they got from different countries. Even though the war was over it fueled an extremist Islamic ideology and put into place an organization out of which a powerful and deadly terrorist network was developed.
In my opinion we all need to learn to be more respectful of the importance of recognizing the history, culture and values of their lands and peoples, and not be in such a hurry to convert others to our way of thinking and doing certain things.
Bibliography
“Guided History.” Guided History The War in Afghanistan and Its Effects on the Soviet Economy Comments. N.p., n.d. Web. 20 Nov. 2013.
“National Commission on Terrorist Attacks Upon the United States.” National Commission on Terrorist Attacks Upon the United States. N.p., n.d. Web. 20 Nov. 2013.
Hauner, Milan L. JSTOR. N.p., n.d. Web. 20 Nov. 2013.
“The Soviet Occupation of Afghanistan.” PBS. PBS, n.d. Web. 20 Nov. 2013.
“Afghanistan, Vietnam, and the Superpowers.” Afghanistan, Vietnam, and the Superpowers. N.p., n.d. Web. 20 Nov. 2013. | https://homeworkcorp.com/vietnam-war-vs-soviet-afghan-war-2/ |
An analysis of the history of united states involvement in the vietnam war
To trace the evolution of public support for american involvement in vietnam and deter-mine those factors that played a role in shaping it 6 to identify, examine, and evaluate the events, issues, policies, and decisions, revealed through a variety of historical sources, that led to america’s withdrawal from, and eventual end of, the war in vietnam. Vietnam war - the united states enters the war: between the gulf of tonkin resolution and the us presidential election in november 1964, the situation in vietnam had changed for the worse. Involvement in vietnam with the introduction of ground forces second, this paper provides an analysis of us military strategy and identifies its strategic weaknesses lastly, an alternative us grand strategy, in concurrence with bruce palmers, the 25-year war: americas military role in vietnam, will be proposed. A summary of us involvement and the cold war context: 1947–1955 in history sparknotes's the vietnam war (1945–1975) learn exactly what happened in this chapter, scene, or section of the vietnam war (1945–1975) and what it means. How the us got involved in vietnam introduction this article tries to answer a special question how did the us get involved in vietnam though the question is an old one, it should still hold some interest, for the facts behind us involvement in vietnam paint a very different history than the popular one taught in our schools, or the history of the war which is currently being rewritten .
Why did the united states get involved in the war in vietnam at first, after the geneva accords split vietnam in two (south and north vietnam), a group called the vietcong began a war against the governing authority in south vietnam. Without an official declaration, the united states waged an ever-widening war by 1968, the number of american gis in vietnam had exceeded 500,000 and the us had dropped more tons of bombs in southeast asia than all those used in world war ii. Big picture analysis & overview of the vietnam war the most disastrous war in american history years of the vietnam war, the united states clung to two fatal . The united states lost almost 60,000 personnel and civilians in vietnam: 58,269 servicemen were killed and another 1,672 recorded as missing america was deeply affected by these heavy losses and struggled to understand the meaning, significance and lessons of the vietnam war.
Opposition to united states involvement in the vietnam war book a people's history of the united states the anti-vietnam war movement sociological analysis . For a starting point, the best surveys are george herring’s america’s longest war: the united states and vietnam, 1950– 1975, 4th edition (new york: mcgraw-hill, 2002), which is more a diplomatic and political history, and mark atwood lawrence’s the vietnam war: a concise international history (new york: oxford university press, 2008), which places the war in an international perspective. United states involvement in the vietnam war history essay kira tsougarakis april 29th, 2013 it’s june 1971, and the united states’ involvement in the vietnam war has spilled into a third decade. According to john prados, author of vietnam: the history of an unwinnable war, 1945-1975, this promise was a significant part of a series of decisions that contributed to the escalation of the war in vietnam which can be traced back to the eisenhower administration.
,us objectives in vietnam: an analysis of current and ultimate goals the united states is deeply involved in the war in briefly upon the history of vietnam . Us involvement in the vietnam war: the united states, however, united states department of state [email protected] Video: united states involvement in the korean war: causes and effects the korean war was a short but bloody war with more than five million casualties find out what caused this deadly and destructive war, how the united states came to be involved and how the war affected korea and its allies. An analysis of american propaganda in world war ii and the vietnam war the history of the united states is riddled with military engagements and warfare . The first response to the question: who won the vietnam war should always be: which war are you talking about a person only familiar with the role the united states played in vietnam might ask this question expecting one of two answers: the united states won or vietnam won.
The british library the united states and the vietnam war introduction chants and names and places of the era of united states involvement in vietnam . During wwii, the french were expelled from vietnam by japan, which occupied vietnam for most of the war, until the us victory ho chi mihn and his allies assisted us army intelligence in the war against the japanese. Despite the broad agreement among early writers that the vietnam war represented a colossal mistake for the united states, and that american policy was plagued persistently by errors, blunders, misperceptions, and miscalculations, significant interpretive differences still existed within that literature. The vietnam war escalated from a vietnamese civil war into a limited international conflict, in which the united states was deeply involved the vietnam war was fought in south vietnam between government forces aided by the united states and guerilla forces aided by the north vietnamese despite .
An analysis of the history of united states involvement in the vietnam war
American involvement in vietnam began during world war ii, increased in the 1950s and reached its peak in the late 1960s the united states’ interest in asia escalated in late 1941, after japanese planes attacked pearl harbour and washington responded by declaring war on japan the viet minh was . United states previous successes with the policy of containment and the truman doctrine made its military support commitment to the defense of south vietnam a logical step since united states foreign policies had evolved after the world war ii. Study questions for michael h hunt, lyndon johnson’s war the united states first become involved in indochina aware of vietnam’s history when trying .
- Class that follow a basic history of the vietnam war, including why the united states got involved and the final outcome of the conflict talk about the different effects the vietnam war had on america, and.
- At this point, the united states’ cold war foreign policy began to play a major part in vietnam us policy at the time was dominated by the domino theory, which believed that the “fall” of north vietnam to communism might trigger all of southeast asia to fall, setting off a sort of communist chain reaction.
- Need help with chapter 18: the impossible victory: vietnam in howard zinn's a people’s history of the united states check out our revolutionary side-by-side summary and analysis a people’s history of the united states chapter 18: the impossible victory: vietnam summary & analysis from litcharts | the creators of sparknotes.
A 7,000-page top-secret united states government report on the history of the internal planning and policy-making process within the government itself concerning the vietnam war. Historystate gov 30 shell menu us involvement in the vietnam war: the a successful attack on major cities might force the united states to negotiate or . | http://wrcourseworkcepr.safeschools.us/an-analysis-of-the-history-of-united-states-involvement-in-the-vietnam-war.html |
A pretense for war in Vietnam
August 2 marked the 50th anniversary of the Gulf of Tonkin incident, in which the U.S. reported attacks on a Navy destroyer by North Vietnamese patrol torpedo boats in the Gulf of Tonkin. Congress passed the Gulf of Tonkin resolution, giving President Lyndon Johnson the authority to send U.S. forces to Vietnam to combat "communist aggression."
To provide the background to the U.S. government's war drive, we reprint an excerpt from the 2007 book Vietnam: The (Last) War the U.S. Lost by SocialistWorker.org contributor . It is taken from the chapter "From the Overthrow of Diem to the Tet Offensive."
FROM THE end of the Second World War to 1965, the United States attempted to prevent the triumph of the nationalist forces in Vietnam without the large-scale use of its own troops. U.S. administrations tried to do this by first supporting the French in their failed effort to reconquer their former colony, which, under the leadership of the Vietminh, had declared independence following the end of the war. After the defeat of the French at the battle of Dien Bien Phu in 1954, the U.S. strategy was to partition Vietnam along the 17th parallel and create an anticommunist puppet state in the southern half of the country around the figure of Ngo Dinh Diem.
The Geneva Accords had stipulated that the country would quickly be reunited after national elections. U.S. policy, however, aimed at making the 17th parallel a permanent dividing line. As historian Marilyn Young notes, U.S. propaganda in support of its intervention in Vietnam "cast Vietnamese who lived and worked north of the 17th parallel as more foreign to South Vietnam than the Americans, for the Americans were invited as guests, while North Vietnam was an enemy country." Though the war was one of Vietnamese national liberation against American aggression, U.S. propaganda persistently presented the war as one between North Vietnam and South Vietnam. While this strategy was initially successful, by the early 1960s it was in complete disarray, as the population of South Vietnam turned increasingly to open rebellion against the Diem regime.
By the end of 1963, the Kennedy administration decided that Diem had to go in order to forestall the collapse of the Saigon government. Diem and his brother Nhu, head of the secret police, were overthrown and assassinated in a military coup directed by the CIA and U.S. ambassador to South Vietnam Henry Cabot Lodge. Despite the removal of the Diem family, who had become a political liability, the Saigon government continued to spiral downward and the revolutionary movement led by the National Liberation Front of South Vietnam (NLF) continued to move forward. Diem's removal from power set off over a year of political instability that would eventually lead to the direct U.S. invasion of South Vietnam in 1965.
Regime Change in Saigon
"The emergence of an exceptional leader could improve the situation and no George Washington is in sight."
-- General Maxwell Taylor, U.S. ambassador to South Vietnam, September 1964
LYNDON JOHNSON became president of the United States after the assassination of John F. Kennedy in November 1963. Johnson inherited two things from the Kennedy administration concerning Vietnam. One was a rapidly deteriorating situation in South Vietnam, with an NLF victory on the immediate horizon. The second was a coterie of advisers who had presided over America's deepening involvement in Vietnam and who were now arguing for an even more dramatic escalation of U.S. involvement. Among these advisers were Defense Secretary William McNamara, Secretary of State Dean Rusk, and National Security Advisers Walt Rostow and McGeorge Bundy. These were the men who would eventually take the United States into total war in Vietnam, but in the meantime they struggled with finding the "right man" to lead the Saigon government.
Despite the removal of Diem, the Saigon government remained on the verge of collapse. It was plagued by a series of military coups following Diem's assassination, sponsored by the United States, which further weakened it politically and militarily. Diem's immediate successor was General Duong Van Minh, known as "Big Minh." Many people in South Vietnam initially greeted his government with much approval and hope. Minh infuriated the Americans by making a rapprochement with the Buddhist forces that had organized massive demonstrations against the Diem regime. He began talking about possibly opening talks with the NLF. Minh also began to describe his government as "noncommunist" as opposed to "anti-communist," and raised the possibility of his government adopting a diplomatic position of "neutrality" in world affairs. This was clearly not what the Americans wanted from a military coup.
Soon after, the Americans spearheaded another military coup, this time organized by the Military Assistance Command--Vietnam, the main body that U.S. military aid and "advisers" were organized through in Vietnam. This coup, at the end of January 1964, has gone down in the history books as the "Pentagon Coup," and it brought to power General Nguyen Khanh. Nguyen seemed to be what the Americans wanted. He was committed to fighting the war against the NLF, and seemed wholeheartedly to accept military and political strategies emanating from the U.S. embassy. However, he immediately ran into a renewed wave of antiwar activity from the Buddhists and radical students of South Vietnam. Nguyen was completely thrown off balance by this and began to talk about a negotiated end to the war. In fact, the CIA learned that Nguyen had contacted the NLF in December 1964, and had had more serious contacts with them in January and February 1965. Clearly, he also had to go.
The Americans, led by the new U.S. ambassador, Maxwell Taylor, a retired general who returned to government service under Kennedy, brought enormous pressure to bear on Nguyen, who subsequently left Vietnam for exile in France. Power now passed to the military triumvirate of Generals Nguyen Cao Ky, Nguyen Chanh Thi, and Nguyen Van Thieu. The leading figure was Ky, who became prime minister (Thieu became chief of state). Ky would hold onto power until 1967, when elections excluding anyone holding "pro-communist" or "neutralist" views delivered Ky's position to Thieu, who won with only 35 percent of the vote. Ky first came to the attention of the United States by working for the CIA in covert operations against North Vietnam in the early 1960s. He would later embarrass the United States by telling reporters that his only real hero was Hitler. Ky and Thieu were both trained by the French and had fought against their own people in the First Vietnam War. If this wasn't enough to prove their loyalty to the Americans, they pledged, on March 1, 1965, that they would never negotiate with the NLF or the North Vietnamese. They also made it clear that they would follow the lead of Washington on all military, political, and diplomatic affairs.
While military coups wracked Saigon throughout 1964 and 1965, a much deeper crisis was brewing in South Vietnam. By mid-1964, the various military and political strategies developed by the United States for combating the NLF were at a dead end. "Viet Cong" forces--as the United States insisted on calling the nationalists--controlled 40 percent to 50 percent of the countryside. U.S.-sponsored counterinsurgency tactics, rather than strengthening the regime, were turning the mass of the peasantry against it. The strategic hamlet program, in which peasants were forcibly uprooted from their traditional villages and burial grounds and concentrated into walled camps, was a disaster. These villages were essentially concentration camps designed to separate the peasant population from the guerrillas. Where they were not torn apart by internal dissention, they were overrun by NLF fighters. Army of the Republic of Vietnam troops (ARVN–Diem's forces) deserted in droves, unwilling to defend the regime. Marine pacification expert Lieutenant Colonel William R. Corson admitted that the role of the U.S. puppet regime in South Vietnam was "to loot, collect back taxes, reinstall landlords, and conduct reprisals against the people."
Historian James Gibson summed up the situation:
Strategic hamlets had failed....The South Vietnamese regime was incapable of winning the peasantry because of its class base among landlords. Indeed, there was no longer a "regime" in the sense of a relatively stable political alliance and functioning bureaucracy. Instead, civil government and military operations had virtually ceased. The National Liberation Front had made great progress and was close to declaring provisional revolutionary governments in large areas.
Finding the "right man" would not do away with these fundamental issues that at the end of the day strengthened the NLF and weakened the already weak Saigon government--class inequality, the absence of basic democratic rights, and a strong desire for the reunification of Vietnam.
The war was quickly moving beyond being a proxy war funded by the United States to becoming a full-fledged American war. By 1962, the Kennedy administration had boosted the number of U.S. military advisers to more than fifteen thousand and had authorized them to lead combat missions. By this time, U.S. pilots were also bombing North Vietnam. Despite all this, the South Vietnamese government continued to lose the war against the NLF. In the face of these mounting defeats, U.S. intelligence reported that the Saigon government was on the verge of abandoning its five northern provinces altogether. A fundamental shift in American policy was about to take place.
Manufacturing an Excuse for War
"A lie is a lie...and it's supposed to be a criminal act if said under oath, but Mr. Johnson wasn't under oath when he said it."
--Sen. William Fulbright, chairman of the Senate Foreign Relations Committee, on the Tonkin Gulf incident
THE NEW escalation of American involvement in Vietnam was taking place during a presidential election year. The 1964 election would ultimately pit the sitting Democratic President Lyndon Johnson, running as a "peace candidate," against the right-wing Republican Senator Barry Goldwater, who was considered by many people to be a dangerous right-wing extremist. "We are not about to send American boys nine or ten thousand miles away from home to do what Asian boys ought to be doing for themselves," Johnson assured his supporters. But despite these promises, the Johnson administration was planning behind the scenes to introduce hundreds of thousands of U.S. ground troops into South Vietnam after the election. "Just let me get elected," Johnson told a meeting of the Joint Chiefs of Staff at the end of 1963, "and then you can have your war." Like many of the decisions made about U.S. policy toward Vietnam, this one was concealed from the public. This was the beginning of the famous "credibility gap" that developed between what the Johnson administration stated as its policy toward Vietnam and what it actually did.
The large-scale introduction of U.S. combat troops would mark a fundamental shift in American policy. Most Americans at this point were unaware of the deep involvement of their country in the war in Vietnam. Sending tens of thousands, if not hundreds of thousands of U.S. troops to Vietnam, as some in the Johnson administration and the military were contemplating, would require both public support and some form of congressional authorization. A resolution had already been drafted in early 1964 by the State Department for that purpose, but was shelved because of election year considerations. What was required was an "incident" to arouse both public and congressional support for war, preferably an attack on U.S. forces. The incident that they were looking for came in early August 1964 in the Gulf of Tonkin off the coast of Vietnam, and it came about as a result of one of the many covert operations the United States was carrying out against North Vietnam.
On July 30, 1964, the CIA and South Vietnamese military were engaged in covert operations against North Vietnam called "34A Ops." All covert operations against North Vietnamese were run by a secret White House committee called the 303 Committee. The purpose of these operations was to identify and destroy North Vietnamese coastal radar stations. To do this, U.S. Navy destroyers were ordered to patrol well within what the North Vietnamese regarded as their territorial waters to force the North Vietnamese to turn on their radar. These patrolling operations were called "DeSoto." Once these sites were identified, the CIA agents and South Vietnamese commandos would move in and destroy them. On August 2, the navy destroyer USS Maddox was attacked by North Vietnamese patrol boats while on one of these DeSoto patrols. The Maddox sank one North Vietnamese patrol boat, while fighter jets from the U.S. aircraft carrier Ticonderoga damaged two others. On August 3, 1964, U.S. naval forces carried out more South Vietnamese raids during the night.
During the following night, the Maddox reported that it was under persistent attack from North Vietnamese patrol torpedo boats, but its radar could find no target except the USS Turner Joy, which it almost fired on. The Turner Joy did not hear any torpedoes, nor did its radar find any targets, but it fired anyway. Commodore John J. Herrick, the commander of the two-destroyer flotilla in the Tonkin Gulf, reported it "doubtful" that U.S. forces were fired upon, blaming the incident on "freak weather effects on radar and overeager sonarmen." Reporting "no actual visual sightings by Maddox," Herrick recommended a "complete evaluation before further action taken." While Herrick was doubtful about the whole encounter and wanted, in his own words, a "complete evaluation," Johnson had the incident that he desired. Though Johnson remarked later that, "For all I know, our navy was shooting at whales out there," he wasn't about to admit it then. Johnson immediately announced that American ships had been involved in an unprovoked attack in international waters and ordered U.S. aircraft to "retaliate" against North Vietnam on the night of August 4.
Johnson also called for congressional approval of the Tonkin Gulf Resolution. On August 7, 1965, the Senate voted 98 to 2 and the House of Representatives voted 441 to 0 in favor of the resolution. 18 The resolution allowed Johnson "to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression." Congress did not repeal it until 1971. Johnson then had the legal authority to wage the expanded war that he wanted in Vietnam. He waited until after the November 1964 election to invade South Vietnam. The marines landed in Danang on March 8, 1965--the beginning of a U.S. troop buildup that would eventually number more than five hundred thousand soldiers. Seven years of war followed, as the strongest military machine on earth unleashed its savage fury on one of the poorest countries in the world.
The Price of Empire
"Surrender anywhere threatens defeat everywhere."
--Lyndon Johnson, 1964
WHY DID the United States choose the course of total war in Vietnam? Why did they believe they could win a war against a nationalist movement that defeated the French a decade earlier? Inside the Kennedy and Johnson administrations it was recognized that the client regime created by them was highly unstable and enormously unpopular. In sharp contrast, the popularity of the NLF was acknowledged and its military capabilities taken very seriously. Why didn't the U.S. government accept something short of total victory--such as the various proposals for a coalition government and neutrality in Saigon? The NLF itself was prepared to accept such a proposal. In fact, Charles De Gaulle, president of France, was proposing such a plan for all of Southeast Asia at the time.
The Johnson administration chose war because anything less than a total victory of U.S. imperialism would be seen as a defeat. As Lyndon Johnson put it in 1964, "Surrender anywhere threatens defeat everywhere." This wasn't some peculiar perspective of Johnson and his advisers; it flowed from the position that the United States found itself in after the Second World War as the guardian of the capitalist world. The United States emerged from the war as the dominant capitalist country, with a string of military bases circling the globe. Like the British Empire in the nineteenth century, it would find itself embroiled in conflicts and wars in remote parts of the globe in order to ensure that its "credibility" was not undermined. The failure of the United States to intervene could be taken as a sign of weakness by its chief rival, the USSR, or by indigenous national liberation movements. Vietnam was the weakest link in the chain of American imperialism during the Kennedy and Johnson years.
Soon after Kennedy's inauguration in 1961, General Edward Lansdale met with Kennedy and Walt Rostow and presented a report on the deteriorating situation in South Vietnam. The thrust of Lansdale's report was to urge increased support for the Diem regime. Kennedy, turning to Rostow, said: "This is the worst one we've got, isn't it?" After the botched Bay of Pigs invasion of Cuba and after being bullied by Russian Premier Nikita Krushchev at the Vienna summit, Kennedy was determined not have another defeat on his hands. Kennedy wanted to reestablish U.S. "credibility" in the world. In his own words, "Now we have a problem in making our power credible, and Vietnam is the place."
Kennedy escalated U.S. involvement in South Vietnam to the point where the United States was essentially fighting a proxy war on the ground. After the Cuban missile crisis in October 1962, the Vietnam question became magnified even more through the lens of superpower rivalry. "The Cuban crisis did not so much ease the Cold War as direct it into channels, ones less likely to produce nuclear conflict," according to military historian Michael Sherry. The stabilization of a pro-American regime in Saigon or a victory of the National Liberation Front would have a dramatic impact on the ability of the United States to influence Third World nations.
The Kennedy administration set the course from which Johnson could not stray. In March 1965, John McNaughton, assistant secretary of defense, was asked by his boss, Robert McNamara, to summarize U.S. political strategy and war aims in Vietnam. McNaughton began by attacking any support for a political settlement in Vietnam that would lead to a U.S. withdrawal. This, he argued, would "be regarded in Asia, and particularly among our friends, as just as humiliating a defeat as any other form." He went on to summarize U.S. war aims: "U.S. aims: 70 percent--To avoid a humiliating defeat (to our reputation as a guarantor). 20 percent--To keep SVN (and then adjacent) territory from Chinese hands. 10 percent--To permit the people of SVN to enjoy a better, freer way of life." This sentiment was also echoed by Ambassador Maxwell Taylor. "If we leave Vietnam with our tail between our legs," he wrote, "the consequences of this defeat in the rest of Asia, Africa and Latin America will be disastrous."
While the United States believed it faced enormous difficulties in Vietnam, it was sure that it could overcome these difficulties through the sheer weight of its enormous economic and military power. Rostow exuded the arrogance of this way of thinking when he wrote in 1964 that victory in Vietnam "flows from the simple fact that at this stage in history we are the greatest power in the world--if we behave like it." Michael Sherry sums up the mindset of the Kennedy and Johnson administrations: "What defined the arrogance of leaders was not blindness to such difficulties but confidence that they could overcome them. They were both desperate and arrogant--but not about the same things: fearful about South Vietnam, but sure about American power."
While Vietnam did not have any direct economic or strategic importance to the United States--without a great natural resource like oil or a command of vital sea lanes, like the Panama Canal--it took on great political importance. Success or failure there involved what American political leaders would call "credibility," "resolve," or "commitment" at different points in time. War in Vietnam was the price to be paid for having a global empire and an arrogant leadership who believed that they could bully anybody into line. Though it tried to justify its intervention in Vietnam by saying that it was fighting foreign "communist aggression" against South Vietnam directed by Moscow and Beijing, the only aggressors and foreigners in Vietnam were Americans. | http://socialistworker.org/2014/08/04/pretense-for-war-in-vietnam |
VIETNAM: The Viet Minh, also known as the League for the Independence of Vietnam, was a nationalist movement and political organisation that emerged in Vietnam during World War II.
Ho Chi Minh led the Viet Minh and sought to end French colonial rule and establish an independent Vietnam.
In 1941, the Viet Minh was formed as a coalition of various nationalist groups and individuals united in their goal of independence. The organisation drew support from a wide range of Vietnamese society, including peasants, workers, intellectuals, and soldiers.
During World War II, the Viet Minh worked with the Allies to resist Japanese occupation in Vietnam. However, after the war ended in 1945, the Viet Minh turned their attention to the French, who had reoccupied Vietnam and sought to re-establish colonial rule.
The Viet Minh launched a full-scale armed struggle against the French, known as the First Indochina War. The Viet Minh could draw on a large base of support from the Vietnamese people and used guerrilla tactics to wear down the French forces effectively.
After several years of fighting, the Viet Minh emerged victorious and forced the French to withdraw from Vietnam in 1954. The Viet Minh established the Democratic Republic of Vietnam, which became communist-ruled North Vietnam.
However, Vietnam remained divided, with the establishment of the former French-backed state of South Vietnam in the south.
The establishment of South Vietnam led to the Vietnam War, which pitted North Vietnam and the Viet Cong (a communist insurgency in South Vietnam) against the United States and its South Vietnamese allies.
The Viet Minh played a significant role in the Vietnam War, supporting the Viet Cong and conducting military operations against South Vietnam and the United States. The war ended in 1975 with the defeat of South Vietnam and the reunification of Vietnam under communist rule.
Since the end of the Vietnam War, the ruling communist party in Vietnam has overshadowed the Viet Minh. However, the organisation remains an important symbol of Vietnam’s struggle for independence, and Vietnam continues to celebrate it as a national memory.
Today, Vietnam is a rapidly developing country with a growing economy and increasing international influence. However, the legacy of the Viet Minh and the struggle for independence continues to be remembered and celebrated.
Vietnam observes Viet Minh and the First Indochina War as a critical moment in the country’s history. | https://www.transcontinentaltimes.com/viet-minh-and-first-indochina-war/ |
The Vietnam War had its origins in the broader Indochina wars of the 1940s and ’50s, when nationalist groups such as Ho Chi Minh’s Viet Minh, inspired by Chinese and Soviet communism, fought the colonial rule first of Japan and then of France.
Why did Vietnam split into two parts?
After World War II and the collapse of Vietnam’s monarchy, France attempted to re-establish its colonial rule but was ultimately defeated in the First Indo-China War. The Geneva Accords in 1954 partitioned the country temporarily in two with a promise of democratic elections in 1956 to reunite the country.
How did Vietnam get divided into North and South?
The 1954 Geneva Accords Divide Vietnam
The Geneva Accords were signed in July of 1954 and split Vietnam at the 17th parallel. North Vietnam would be ruled by Ho Chi Minh’s communist government and South Vietnam would be led by emperor Bao Dai.
Why was there conflict between North and South Vietnam?
At the heart of the conflict was the desire of North Vietnam, which had defeated the French colonial administration of Vietnam in 1954, to unify the entire country under a single communist regime modeled after those of the Soviet Union and China. … In 1975 South Vietnam fell to a full-scale invasion by the North.
Why did war break out between the Vietnamese nationalists and the French?
Why did war break out between the Vietnamese nationalist and the French? The nationalist named Ho Chi Minh drove out the French from Vietnam. The U.S. started to worry because the nationalist leader seeked help from a communist leader. They thought that this would start a domino affect to become communist.
Is Vietnam still separated?
Vietnam is no longer divided.
Which president started the Vietnam War?
November 1, 1955 — President Eisenhower deploys the Military Assistance Advisory Group to train the Army of the Republic of Vietnam. This marks the official beginning of American involvement in the war as recognized by the Vietnam Veterans Memorial.
Why did US leave Vietnam?
In the spring of 1969, as protests against the war escalated in the United States, U.S. troop strength in the war-torn country reached its peak at nearly 550,000 men. Richard Nixon, the new U.S. president, began U.S. troop withdrawal and “Vietnamization” of the war effort that year, but he intensified bombing.
Why did the US lose the war in Vietnam?
America “lost” South Vietnam because it was an artificial construct created in the wake of the French loss of Indochina. Because there never was an “organic” nation of South Vietnam, when the U.S. discontinued to invest military assets into that construct, it eventually ceased to exist.
Is Vietnam all one country now?
listen)), officially the Socialist Republic of Vietnam (Vietnamese: Cộng hòa Xã hội chủ nghĩa Việt Nam), is a country in Southeast Asia and the easternmost country on the Indochinese Peninsula. With an estimated 97.8 million inhabitants as of 2020, it is the 16th most populous country in the world.
Is Vietnam still communist?
All organs of Vietnam’s government are controlled by the Communist Party.
How many draftees died in Vietnam?
WASHINGTON, Feb. 11—The war in Vietnam has claimed more than 12,000 deaths among draftees, most of them in the army, the Pentagon said today. This means that about one of every 104 draftees from June, 1965, the beginning of the Vietnam build‐up, to June, 1969, was killed in action.
How did Vietnam win the war?
Communist forces ended the war by seizing control of South Vietnam in 1975, and the country was unified as the Socialist Republic of Vietnam the following year.
How did the United States get involved in Vietnam?
China had become communist in 1949 and communists were in control of North Vietnam. The USA was afraid that communism would spread to South Vietnam and then the rest of Asia. It decided to send money, supplies and military advisers to help the South Vietnamese Government.
Why did the French fail in Vietnam?
In the late 1940s, the French struggled to control its colonies in Indochina – Vietnam, Cambodia, and Laos. … On May 7, 1954, the French-held garrison at Dien Bien Phu in Vietnam fell after a four month siege led by Vietnamese nationalist Ho Chi Minh. After the fall of Dien Bien Phu, the French pulled out of the region.
What ended Vietnam War? | https://visatonkin.com/vietnamese/why-did-vietnam-split-into-two.html |
Dien Bien PhuThe Battle of Dien Bien Phu was between France and Northern Vietnam in Dien Bien Phu. Here Ho Chi Minh’s Viet Minh forces defeat the French and France removes its colonial rule in Indochina, which allows for the division of Vietnam along the 17th parallel. In September of the same year Ho Chi Minh the independent Democratic Republic of Vietnam to prevent France from regaining control. However, when France does attempt this, the US offers France military aid and fills its spot in the war.
-
Geneva AccordsThe Geneva Accords were an attempt of France and Vietnam to end their 8 years of fighting. In Geneva, Switzerland, delegates from France, China, the Soviet Union, Laos, Cambodia, the State of Vietnam, and the United States came together to write an agreement. It was decided that:
- Vietnam would become independant.
- Vietnam would be divided for 2 years.
- General elections would take place to decide which part of Vietnam would control all of Vietnam.
-
My Lai MassacreAmerican soldiers brutally killed unarmed civilians, including women and children, about 500 of them in the village of My Lai. In 1968, Ron Ridenhour demanded an investigation which led to this discovery. This event was covered up by the government for about a year until it was exposed to the public. It sparked international outrage and served to increase anti-war sentiment.
-
Gulf of TonkinOn August 2, 1964 the USS Maddox was in the Gulf of Tonkin with the goal to "conduct electronic espionage missions" to gain intelligence. Then, 3 North Vietnam torpedo boats fired on the Maddox, and 2 days later another attack was reported. This led to the Gulf of Tonkin Resolution which increased US in the Vietnam War/conflict.
-
Tonkin ResolutionThe Tonkin Resolution, August 7, 1964, followed the Gulf of Tonkin incident, specifically the second supposed attack. This resolution basically allowed the President to deal with what he saw as aggression from North Vietnam.
-
Fulbright CommissionThe Fulbright hearings were initiated with the goal to question and investigate the United States' reasons for its growing involvement in the war. It was publicly televised and they were presided over by Senator William Fulbright. Many close advisers of Johnson advised that he cease the heavy bombing in North Vietnam and withdraw. This is what began a significant shift in public opinion.
-
Pentagon PapersThe Pentagon Papers were a series of reports or a study by the Department of Defense which studied US military and political involvement in Vietnam. These reports began from the end of WWII to the present day. The person assigned to the study was Daniel Ellsberg who exposed these papers to the public, which contained top secret information and did not present the US in a very positive light.
-
VietnamizationThis was a changing US war policy which aimed to decrease American involvement in the war by decreasing military responsibilities to Vietnam. The growing opposition to the war is what urged President Nixon to remove all military troops out of Vietnam and achieve “peace with honor”. The US gov't would train and equip South Vietnam. Even so, South Vietnam fell to the communist forces later on.
-
Tet OffensiveThe Yet Offensive was a series of more than 100 attacks from North Vietnam to foment rebellion and limit US involvement in the war. This was a turning point in US involvement as it signified that the war was no where close to ending. President Johnson took steps to limit the bombing in North Vietnam and took steps to negotiate and help end the war.
-
Invasion of CambodiaOn April 4, 1970, President Nixon ordered US troops to invade Cambodia. For many Americans, Nixon was overstepping his power and the hope of their loved ones returning home fled the minds of these families. The end of the Vietnam War now seemed very far away. Because of this act, Congress passed the War Powers Act which prevents a President from declaring war without the consentment of Congress.
-
Daniel EllsburgEllsburg was an American military analyst and researcher who was assigned to investigate the "history of U.S. intervention in Indochina from World War II until 1968." He was able to do so, and then in 1968 he leaked this 7,000-page report, which included astonishing secrets and facts about US' involvement in the war.
-
Christmas BombingDecember 13 marked an end to the peacetime talks between the US and North Vietnam and shortly after on December 18 Nixon orders a massive bombing campaign in order to accept US concessions. The bombing lasted for about 2 weeks until December 29 when North Vietnam agrees to resume these peacetime talks with the US. This leads to to the Paris Peace Treaty and ends the US role in the conflict.
-
War Powers ActThe War Powers Act is a resolution by Congress which further limits Presidential power. It requires that the President notify Congress after troops are sent to fight in another country and it also limits the amount of time that those troops can remain. The purpose of this act was to prevent another lengthy war like the war in Vietnam
-
Paris Peace Conference/AccordsAt the beginning of 1973, the United States, South Vietnam, Viet Cong, and North Vietnam signed an agreement to end the long war in Vietnam. This agreement included:
-a cease-fire from Vietnam
-the withdrawal of troops by the US
-all US bases were dismantled
-the 17th parallel would be a dividing line for Vietnam and it would be reunified soon after that.
-elections would continue by South Vietnamese President Nguyen Van Thieu
-The North Vietnamese claimed that they wouldn't try to reunify...
-
Fall of SaigonThe Fall of Saigon took place on April 30, 1975 in which Saigon falls to North Vietnam and because Nixon had already resigned from the presidency, President Johnson was unable to get Congressional approval to involve itself in Saigon. So the US did nothing. This was a very important event because it marked the end of the Vietnam War and communist rule over all of Vietnam. | https://www.timetoast.com/timelines/timeline-vietnam |
Table of Contents
Why did American troops invade Laos in 1971?
The reason for the operation in 1971 was to prevent the North Vietnamese from mounting a dry-season offensive in the South. While America still had military advisors attached to the South Vietnamese military, they did not join the South Vietnamese Army during the invasion.
How many times did the US bomb Laos?
From 1964 to 1973, the U.S. dropped 4 billion bombs on Laos. To this day, the country holds the dubious distinction of being the most heavily bombed neutral country in history.
Did the US declare war on Laos?
Relations between Laos and the United States officially began when the United States opened a legation in Laos in 1950, when Laos was a semi-autonomous state within French Indochina….List of U.S. ambassadors to Laos.
|Term started||Term ended||U.S. Ambassador|
|24 July 1969||23 April 1973||G. McMurtrie Godley|
When did Vietnam invade Laos?
1958 – 1959
North Vietnamese invasion of Laos/Periods
Why did America invade Laos?
The U.S. bombing of Laos (1964-1973) was part of a covert attempt by the CIA to wrest power from the communist Pathet Lao, a group allied with North Vietnam and the Soviet Union during the Vietnam War.
What happened Laos 1971?
The campaign was carried out by the armed forces of South Vietnam between 8 February and 25 March 1971, during the Vietnam War….Operation Lam Son 719.
|Date||8 February – 25 March 1971|
|Location||Southeastern Laos|
|Result||South Vietnamese operational failure|
Which city was most destroyed in ww2?
Dresden
The punishing, three-day Allied bombing attack on Dresden from February 13 to 15 in the final months of World War II became among the most controversial Allied actions of the war. The 800-bomber raid dropped some 2,700 tons of explosives and incendiaries and decimated the German city.
What side was Laos on in the Vietnam War?
North Vietnam
The U.S. bombing of Laos (1964-1973) was part of a covert attempt by the CIA to wrest power from the communist Pathet Lao, a group allied with North Vietnam and the Soviet Union during the Vietnam War.
Is Laos a U.S. ally?
The United States established full diplomatic relations with Laos in 1955, following its full independence from France in 1954. Within a few years, Laos entered into a civil war, and the United States supported the country’s royalist government. Full U.S.-Lao diplomatic relations were restored in 1992.
Why did the U.S. get involved in Laos?
Who won the secret war in Laos?
The North Vietnamese and Pathet Lao eventually emerged victorious in 1975, as part of the general communist victory in all of former French Indochina that year. A total of up to 300,000 people from Laos fled to neighboring Thailand following the Pathet Lao takeover.
Why was Laos bombed in the Vietnam War?
The bombings were part of the U.S. Secret War in Laos to support the Royal Lao Government against the Pathet Lao and to interdict traffic along the Ho Chi Minh Trail. The bombings destroyed many villages and displaced hundreds of thousands of Lao civilians during the nine-year period.
When did North Vietnam invade the Kingdom of Laos?
North Vietnam supported the Pathet Lao to fight against the Kingdom of Laos between 1958–1959.
When did the US start the war in Laos?
A CIA-led effort that started in 1961 tried to help him in that fight. Laotian Gen. Vang Pao, seen here calling in air strikes against suspected Communist positions from the Long Cheng Command Post in January 1972, led an army of Hmong tribesmen to fight against Communist insurgents backed by the North Vietnamese.
Who was involved in the Secret War in Laos?
The 1962 International Agreement on the Neutrality of Laos, signed by China, the Soviet Union, Vietnam, the United States and 10 other countries, forbid signees from directly invading Laos or establishing military bases there. The secret war in Laos had begun. Long before the Cold War, Laos had a history of interference from its neighbors.
What was the impact of the Vietnam War on Laos?
As a consequence, the Vietnam War had a profound impact on these countries, facilitating the rise of nationalist-communist groups there. Laos is a landlocked country, sandwiched between China (north), Cambodia (south), Vietnam (east) and Thailand (west). Much of northern Laos is mountainous, difficult to cross and thinly populated. | https://short-fact.com/why-did-american-troops-invade-laos-in-1971/ |
He Sent them to Help The South Vietnamese Against The North Vietnamese
Military advisors were deployed to South Vietnam in the 1950s under Eisernhower. When North Vietnam escalated aggression against the South in 1961 John Kennedy sent more advisors.
President Kennedy sent over a small number of military advisors to South Vietnam to assist them in planning their defense against the invasion by North Vietnam. Under President Johnson, this military involvement became progressively larger. No one really knows what Kennedy would have done, had he not been assassinated.
No. North Vietnam invaded South Vietnam. The US first sent military advisors and then fighting troops at the request of the South Vietnamese government.
American advisors were sent to Vietnam to assist the South Vietnamese army in fighting North Vietnam. It was an essentially unsuccessful venture.
The Soviet Union supported North Vietnam during hostilities in the 1960's and 1970's. This included military weapons, equipment, and advisors.
They supplied the North Vietnamese with guns, ammo and other military equipment. They also supplied fighting men as advisors and trainers.
Russia supplied Mig fighter jets, military advisors and weapon. there are also reports of the communist Chinese sending troops into the fighting to help.
Prior to the start of the Vietnam War, the North Vietnamese launched an effort to bring communism via revolution to the country with assistance from the Soviet Union and China. Responding to pleas for aid, Eisenhower sent aid to South Vietnam and Kennedy sent military advisors. At the height of the Cold War, fearing a communist advantage, President Johnson sent combat troops to Vietnam.
Lyndon Baines Johnson increased US presence in Vietnam after president Kennedy started us involvement with US soldiers who were armed, and who fought the North Vietnamese and Viet Cong but who were called "advisors".
The U.S. sent funding and military support to French forces in Vietnam starting in 1950. By 1961 the US had military advisors stationed in Vietnam. The US did not become fully involved as a military force until 1965. The French fought for roughly 11 years prior to that. There is also the point that there have been military actions between North and South Vietnam hundreds of years before the French became involved.144 days????
North Vietnam threatened South Vietnam. I.S.
US Military Advisers were in South Vietnam to help the South defend themselves. When that didn't work, US Regulars were sent in. When that didn't work, they vacated the field.
He didn't; Presidents Kennedy and Johnson wanted to increase it in response to escalation of North Vietnamese aggression.
Yes. It was the effort by North Vietnam military to subdue the government and people of the South to unify the country.
There was no official starting date since the US never declared war on North Vietnam. During the Kennedy administration, in the early 1960's, American military personnel were sent to South Vietnam as "advisors". No one thought that simply by sending a few advisors, the US would thereby be at war. Gradually, more and more soldiers were sent, a process known as escalation. The US thus found itself fighting a war without ever having decided to go to war and without starting the war at any specific time. But US involvement can be traced back to around 1962.
Vietnam became Vietnam in 1975. Prior to 1975, there were two nations: North Vietnam & South Vietnam. In the spring of 1975, South Vietnam experienced a conventional military invasion consisting of tanks and infantry from North Vietnam. This invasion ended in a military victory for North Vietnam on 30 April 1975. Therefore, on or about 30 April 1975, North & South Vietnam began it's transition from TWO COUNTRIES into one country (nation)...Vietnam.
The U.S. was attempting to keep Communism from spilling over from North Vietnam to South Vietnam (one of the other posters referenced the "Domino Theory," which suggested that if one country became Communist, another could become Communist, and so on and so forth, like toppling dominoes). We first got involved in the 50s by providing relatively small amounts of economic and military aid to the French, who were involved in fighting in Vietnam before we were. When the French failed and a Communist government in North Vietnam arose, Eisenhower sent "advisors" to South Vietnam to train their military to resist the North's. In the 60s, JFK sent Green Berets/special operations forces clandestinely into Vietnam to train counterinsurgency forces there. By the time JFK was assassinated, we had over 10,000 advisors ("advisors" generally equals "special forces") in Vietnam, and over 100 Americans had already been killed. In 1964, the Gulf of Tonkin incident occurred in waters adjacent to North Vietnam, where an American warship and a North Vietnamese vessel exchanged gunfire. There was controversy as to who shot first, but it eventually led to a push for Congress to approve the Gulf of Tonkin Resolution, which allowed for further U.S. military escalation into Vietnam. There was no formal declaration of war, and military forces just kept getting incrementally larger and larger until their peak in the late 60s.
in the 1950s, the french government was the leading commanding military force in south Vietnam. they were defeated and over run by the north vietnamese troops around 1958 because north Vietnam wanted the french influence thrown out of south Vietnam. the french were massacred. following this, the united states sent u.s advisors, such as the green berets and marine force reconasence, under the orders of president eisenhower. president eisenhower did this because russia and china were pouring in war supplies to north Vietnam. north Vietnam wanted to overcome south Vietnam and gain communist control. north Vietnam, along with russia and china, were communiist, and still are. my boyfriend served 3 tours in Vietnam and was a company force reconasence commander.
The inability of the United States to defeat North Vietnam reveal cracks in the seemingly impenetrable military might of the country because the United States were suppose to be one of the worlds powers and to have to fall to such a small country's military as the North Vietnam.
In relation to U.S. History please consider this ~ we did not lose the war, we pulled out due various circumstances. The French had gone in with the intention to stop the spread of Communism, and we sent advisors until the French requested military aide. We did not declare war until 1965, our advisors were sent in 1950. There are some hints that Kennedy was going to pull all U.S. involvement before he was assassinated in '63.When you consider that we signed a treaty/agreement freeing nearly 700 Prisoners Of War (POW) from North Vietnamm, but did not declare being defeated, not to mention that South Vietnam did not turn to Communism like Laos and Cambodia did - there were some victories in our involvement in Vietnam.
All U.S. military were out of Vietnam by the end of April, 1973. South Vietnam fell to the North Vietnam invaders in April, 1975.
Several: Dwight D Eisenhower (1952-60) was President when the US first sent military advisors to Vietnam, followed by John F Kennedy (1961-63); Lyndon B Johnson (1963-68), who first sent combat troops; Richard M Nixon (1969-74), who withdrew all combat troops under intense pressure from Congress and the public; and Gerald R Ford (1974-76), who was President when North Vietnam defeated South Vietnam.
The North Vietnamese Army invaded the Republic of South Vietnam in 1975, and defeated the South's military by 30 April 1975.
To prevent Communist North Vietnam from taking over the free Republic of South Vietnam. ------------------------------------------------------------------------------------------------------------ First yes there were two governments in Vietnam at the time. North Vietnam was a communist state and South Vietnam was democratic. Our involvement started when the french left Vietnam in the late 1950's. The south vietnamese asked the American government for help to train their soldiers to defend against the vietcong invasion. We sent over advisors and the north vietnamese started attacking the advisors so we sent troops over to help protect the advisors. It wasnt until the mid 1960's that we reached a full involvement in southeast asia. That point the idea was to patrol the jungles and so forth to continue helping to protect the south vietnamese and advisors we had training the ARVN (army of the republic of vietnam). Also another reason for our increased involvement was something called the Gulf of Tonkin resolution. The north vietnamese sank one of our smaller ships (a frigate i believe) so we increased troop strengh.
The US was an ally of South Vietnam; it was up to South Vietnam to repel the invasion from the north, with massive military assistance from the US (which, of course, ultimately failed).
What is ROBLOX's password on roblox?
Asked By Wiki User
Does Jerry Seinfeld have Parkinson's disease?
Asked By Wiki User
If you are 13 years old when were you born?
Asked By Wiki User
What is a hink pink 50 percent giggle?
Asked By Wiki User
How did chickenpox get its name?
Asked By Wiki User
When did organ music become associated with baseball?
Asked By Curt Eichmann
How can you cut an onion without crying?
Asked By Leland Grant
Why don't libraries smell like bookstores?
Asked By Veronica Wilkinson
Did Kennedy send military advisors to south or north Vietnam?
Asked By Wiki User
Ano ang kasingkahulugan ng marubdob?
Asked By Wiki User
What is the rising action of faith love and dr lazaro?
Asked By Wiki User
Pagkakaiba ng pagsulat ng ulat at sulating pananaliksik?
Asked By Wiki User
Ano ang Imahinasyong guhit na naghahati sa daigdig sa magkaibang araw?
Asked By Wiki User
Copyright © 2020 Multiply Media, LLC. All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply. | https://www.answers.com/Q/Did_Kennedy_send_military_advisors_to_south_or_north_Vietnam |
French Indochina (French: Indochine française; Vietnamese: Đông Dương thuộc Pháp, pronounced [ɗoŋm zɰəŋ tʰuə̀k fǎp], frequently abbreviated to Đông Pháp) was part of the French colonial empire in southeast Asia. A federation of the three Vietnamese regions, Tonkin (North), Annam (Central), and Cochinchina (South), as well as Cambodia, was formed in 1887. Laos was added in 1893 and Kouang-Tchéou-Wan in 1900. The capital was moved from Saigon (in Cochinchina) to Hanoi (Tonkin) in 1902. During World War II, the colony was administered by Vichy France and was under Japanese occupation. Beginning in May of 1941, the Viet Minh, a communist army led by Ho Chi Minh, began a revolt against French rule known as the First Indochina War. In Saigon, the anti-Communist State of Vietnam, led by former Emperor Bảo Đại, was granted independence in 1949. Following the Geneva Accord of 1954, the Viet Minh became the government of North Vietnam, although the Bảo Đại government continued to rule in the South. The colonial administration of Annam was dissolved in 1955 and the region was split between North and South, as provided for in the Geneva Accord.
First French interventions
Main article: France-Vietnam relations
France-Vietnam relations started as early as the 17th century with the mission of the Jesuit, Father Alexandre de Rhodes. At this time, Vietnam was only just beginning to occupy the Mekong Delta, former territory of the Indianized kingdom of Champa they had defeated in 1471. European involvement in Vietnam was confined to trade during the 18th century. In 1787, Pigneau de Béhaine petitioned the French government and organized French military volunteers to aid Nguyễn Ánh in retaking lands lost to the Tây Sơn. Pigneau died in Viet Nam, his troops fought on until 1802. France was heavily involved in Vietnam in the 19th century; protecting the work of the Paris Foreign Missions Society in the country was often presented as a justification. For its part, the Nguyễn Dynasty increasingly saw Catholic missionaries as a political threat; courtesans, for example, an influential faction in the dynastic system, feared for their status in a society influenced by an insistence on monogamy.
In 1858, the brief period of unification under the Nguyễn Dynasty ended with a successful attack on Da Nang by Charles Rigault de Genouilly. Diplomat Charles de Montigny's mission having failed, Genouilly's mission was to stop attempts to expel Catholic missionaries. His orders, from Napoleon III, were to stop the persecution of missionaries and assure the unimpeded propagation of the faith. In September, 14 French gunships, 3,000 men and 300 Filipino troops provided by the Spanish, attacked the port of Tourane (present day Da Nang), causing significant damages, and occupying the city. After a few months, Rigault had to leave the city due to supply issues and illnesses.
Sailing south, De Genouilly then captured the poorly defended city of Sai Gon (present day Ho Chi Minh City), on 18 February 1859. On 13 April 1862, the Vietnamese government was forced to cede the territories of Biên Hòa, Gia Định and Dinh Tuong to France. De Genouilly was criticized for his actions and was replaced by Admiral Page in November 1859, with instructions to obtain a treaty protecting the Catholic faith in Vietnam, but not to try to obtain territorial gains. However, French policy four years later saw a reversal; French territory in Viet Nam continued to accumulate. In 1862, France obtained concessions from Emperor Tu Duc, ceding three treaty ports in Annam and Tonkin, and all of Cochinchina, the latter being formally declared a French territory in 1864. In 1867 the provinces of Chau Doc, Ha Tien and Vinh Long were added to French controlled territory.
In 1863, the Cambodian king Norodom had requested the establishment of a French protectorate over his country. In 1867, Siam (modern Thailand) renounced suzerainty over Cambodia and officially recognized the 1863 French protectorate on Cambodia, in exchange for the control of Battambang and Siem Reap provinces which officially became part of Thailand (These provinces would be ceded back to Cambodia by a border treaty between France and Siam in 1906).
Establishment of French Indochina
France obtained control over northern Vietnam following its victory over China in the Sino-French war (1884-1885). French Indochina was formed in October 1887 from Annam, Tonkin, Cochinchina (which together form modern Vietnam) and the Kingdom of Cambodia; Laos was added after the Franco-Siamese War.
The federation lasted until 1954. In the four protectorates, the French formally left the local rulers in power, who were the Emperors of Vietnam, Kings of Cambodia, and Kings of Luang Prabang, but in fact gathered all powers in their hands, the local rulers acting only as figureheads.
Advertisements
Vietnamese rebellions
French troops landed in Vietnam in 1858 and by the mid 1880s they had established a firm grip over the northern region. From 1885 to 1895, Phan Đình Phùng led a rebellion against the colonizing power. Nationalist sentiments intensified in Vietnam, especially during and after World War I, but all the uprisings and tentative efforts failed to obtain any concessions from the French overseers.
Franco-Siamese war (1893)
Main article: Franco-Siamese War of 1893
Territorial conflict in the Indochinese peninsula for the expansion of French Indochina led to the Franco-Siamese War of 1893. In 1893 the French authorities in Indochina used border disputes, followed by the Paknam naval incident, to provoke a crisis. French gunboats appeared at Bangkok, and demanded the cession of Lao territories east of the Mekong. King Chulalongkorn appealed to the British, but the British minister told the King to settle on whatever terms he could get, and he had no choice but to comply. Britain's only gesture was an agreement with France guaranteeing the integrity of the rest of Siam. In exchange, Siam had to give up its claim to the Tai-speaking Shan region of north-eastern Burma to the British, and cede Laos to France.
Further encroachments on Siam (1904-1907)
The French, however, continued to pressure Siam, and in 1906–1907 they manufactured another crisis. This time Siam had to concede French control of territory on the west bank of the Mekong opposite Luang Prabang and around Champasak in southern Laos, as well as western Cambodia. France also occupied the western part of Chantaburi. In 1904, in order to get back Chantaburi Siam had to give Trat to French Indochina. Trat became part of Thailand again on March 23, 1906 in exchange for many areas east of the Mekong river like Battambang, Siam Nakhon and Sisophon.
In the 1930s, Siam engaged France in a series of talks concerning the repatriation of Siamese provinces held by the French. In 1938, under the Front Populaire administration in Paris, France had agreed to repatriate Angkor Wat, Angkor Thom, Siam Reap, Siam Pang and the associated provinces (approximately 13) to Siam. Meanwhile, Siam took over control of those areas, in anticipation of the upcoming treaty. Signatories from each country were dispatched to Tokyo to sign the treaty repatriating the lost provinces.
Viet Nam Quoc Dan Dang
On February 10, 1930, there was an uprising by Vietnamese soldiers in the French colonial army's Yen Bai garrison. The "Yên Bái mutiny" was sponsored by the Việt Nam Quốc Dân Đảng (VNQDD). The VNQDD was the Vietnamese Nationalist Party. The attack was the largest disturbance brewed up by the "Can Vuong monarchist movement" of the late 19th century. The aim of the revolt was to inspire a wider uprising among the general populace in an attempt to overthrow the colonial authority. The VNQDD had previously attempted to engage in clandestine activities to undermine French rule, but increasing French scrutiny on their activities led to their leadership group taking the risk of staging a large scale military attack in the Red River Delta in northern Vietnam.
French-Thai War (1940-1941)
Main article: French-Thai War
During World War II, Thailand took the opportunity of French weaknesses to reclaim previously lost territories, resulting in the French-Thai War between October 1940 and 9 May 1941. The Thai forces generally did well on the ground, but Thai objectives in the war were limited. In January, Vichy French naval forces decisively defeated Thai naval forces in the Battle of Koh Chang. The war ended in May at the instigation of the Japanese, with the French agreeing to minor territorial gains for Thailand.
World War II
Main article: Vietnam during World War II
In September 1940, during World War II, the newly created regime of Vichy France, which was a puppet state of Nazi Germany, granted Japan's demands for military access to Tonkin with the invasion of French Indochina (or Vietnam Expedition). This allowed Japan better access to China in the Second Sino-Japanese War against the forces of Chiang Kai-shek, but it was also part of Japan's strategy for dominion over the Greater East Asia Co-Prosperity Sphere.
Thailand took this opportunity of weakness to reclaim previously lost territories, resulting in the French-Thai War between October 1940 and 9 May 1941.
On 9 March 1945, with France liberated, Germany in retreat, and the United States ascendant in the Pacific, Japan decided to take complete control of Indochina. The Japanese launched the Second French Indochina Campaign. The Japanese kept power in Indochina until the news of their government's surrender came through in August.
First Indochina War
Main article: First Indochina War
After the war, France petitioned for the nullification of the 1938 Franco-Siamese Treaty and attempted to reassert itself in the region, but came into conflict with the Viet Minh, a coalition of Communist and Vietnamese nationalists under French-educated dissident Ho Chi Minh. During World War II, the United States had supported the Viet Minh in resistance against the Japanese; the group had been in control of the countryside since the French gave way in March 1945.
After persuading Emperor Bao Dai to abdicate in his favour, on September 2, 1945 President Ho declared independence for the Democratic Republic of Vietnam. But before September's end, a force of British, French, and Indian soldiers, along with captured Japanese troops, restored French control. Bitter fighting ensued in the First Indochina War. In 1950 Ho again declared an independent Democratic Republic of Vietnam, which was recognized by the fellow Communist governments of China and the Soviet Union. Fighting lasted until March 1954, when the Viet Minh won the decisive victory against French forces at the gruelling Battle of Dien Bien Phu.
Geneva Agreements
On April 27, 1954, the Geneva Conference produced the Geneva Agreements; supporting the territorial integrity and sovereignty of Indochina, granting it independence from France, declaring the cessation of hostilities and foreign involvement in internal Indochina affairs, delineating northern and southern zones into which opposing troops were to withdraw, they mandated unification on the basis of internationally supervised free elections to be held in July 1956. It also settled a number of outstanding disputes relating to the Korean War. It was at this conference that France relinquished any claim to territory in the Indochinese peninsula. Neither the U.S. nor South Vietnam signed the Geneva Accords. South Vietnamese leader Diem rejected the idea of nationwide election as proposed in the agreement, saying that a free election was impossible in the communist North and that his government was not bound by the Geneva Accords.
The events of 1954 marked the beginnings of serious involvement in Vietnam by the United States which led to the Vietnam War. Laos and Cambodia also became independent in 1954, but were both drawn into the Vietnam War. | http://www.thefullwiki.org/French_Indochina |
The domino theory was a theory prominent from the 1950s to the 1980s, that speculated that if one country in a region came under the influence of communism, then the surrounding countries would follow in a domino effect. The domino theory was used by successive United States administrations during the Cold War to justify the need for American intervention around the world.
Contents
- History
- Arguments in favor of the domino theory
- Unfallen dominoes outside Indochina
- Non dominoes within Indochina
- Applications to communism outside Southeast Asia
- Other applications
- References
Though he never used the precise term "domino theory", U.S. President Dwight D. Eisenhower described the theory during an April 7, 1954, news conference, when referring to communism in Indochina:
Finally, you have broader considerations that might follow what you would call the "falling domino" principle. You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is the certainty that it will go over very quickly. So you could have a beginning of a disintegration that would have the most profound influences.
History
In 1945, the Soviet Union brought most of the countries of Eastern Europe and Central Europe into its influence as part of the post-World War II new settlement, prompting Winston Churchill to declare in a speech in 1946 at Westminster College in Fulton, Missouri that:
Following the Iran crisis of 1946, Harry S. Truman declared what became known as the Truman Doctrine in 1947, promising to contribute financial aid to Greece during their Civil War and to Turkey following World War II, in the hope that this would impede the advancement of Communism into Western Europe. Later that year, diplomat George Kennan wrote an article in Foreign Affairs magazine that became known as the "X Article", which first articulated the policy of containment, arguing that the further spread of Communism to countries outside a "buffer zone" around the USSR, even if it happened via democratic elections, was unacceptable and a threat to U.S. national security. Kennan was also involved, along with others in the Truman administration, in creating the Marshall Plan, which also began in 1947, to give aid to the countries of Western Europe (along with Greece and Turkey), in large part with the hope of keeping them from falling under Soviet domination.
In 1949, a Communist-backed government, led by Mao Zedong, was instated in China (officially becoming the People's Republic of China). The installation of the new government was established after the People's Liberation Army defeated the Nationalist Republican Government of China in the aftermath of the Chinese Civil War (1927-1949). Two Chinas were formed - mainland 'Communist China' (People's Republic of China) and 'Nationalist China' Taiwan (Republic of China). The takeover by Communists of the world's most populous nation was seen in the West as a great strategic loss, prompting the popular question at the time, "Who lost China?" The United States subsequently ended diplomatic relations with China in response to the communist takeover in 1949.
Korea had also partially fallen under Soviet domination at the end of World War II, split from the south of the 38th parallel where U.S. forces subsequently moved into. By 1948, as a result of the Cold War between the Soviet Union and the U.S., Korea was split into two regions, with separate governments, each claiming to be the legitimate government of Korea, and neither side accepting the border as permanent. In 1950 fighting broke out between Communists and Republicans that soon involved troops from China (on the Communists' side), and the United States and 15 allied countries (on the Republicans' side). Though the war never officially ended, the fighting ended in 1953 with an armistice that left Korea divided into two nations, North Korea and South Korea. Mao Zedong's decision to take on the U.S. in the Korean War was a direct attempt to confront what the Communist bloc viewed as the strongest anti-Communist power in the world, undertaken at a time when the Chinese Communist regime was still consolidating its own power after winning the Chinese Civil War.
In May 1954, the Viet Minh, a Communist and nationalist army, defeated French troops in the Battle of Dien Bien Phu and took control of what became North Vietnam. This caused the French to fully withdraw from the region then known as French Indochina, a process they had begun earlier. The regions were then divided into four independent countries (North Vietnam, South Vietnam, Cambodia and Laos) after a deal was brokered at the 1954 Geneva Conference to end the First Indochina War.
President Eisenhower was the first to refer to countries in danger of Communist takeover as dominoes, in response to a journalist's question about Indochina in an April 7, 1954 news conference, though he did not use the term "domino theory". If Communists succeeded in taking over the rest of Indochina, Eisenhower argued, local groups would then have the encouragement, material support and momentum to take over Burma, Thailand, Malaya and Indonesia; all of these countries had large popular Communist movements and insurgencies within their borders at the time.
This would give them a geographical and economic strategic advantage, and it would make Japan, Taiwan, the Philippines, Australia, and New Zealand the front-line defensive states. The loss of regions traditionally within the vital regional trading area of countries like Japan would encourage the front-line countries to compromise politically with communism.
Eisenhower's domino theory of 1954 was a specific description of the situation and conditions within Southeast Asia at the time, and he did not suggest a generalized domino theory as others did afterward.
The John F. Kennedy administration intervened in Vietnam in the early 1960s to, among other reasons, keep the South Vietnamese "domino" from falling. When Kennedy came to power there was concern that the communist-led Pathet Lao in Laos would provide the Viet Cong with bases, and that eventually they could take over Laos.
Arguments in favor of the domino theory
The primary evidence for the domino theory is the spread of communist rule in three Southeast Asian countries in 1975, following the communist takeover of Vietnam: South Vietnam (by the Viet Cong), Laos (by the Pathet Lao), and Cambodia (by the Khmer Rouge). It can further be argued that before they finished taking Vietnam prior to the 1950s, the communist campaigns did not succeed in Southeast Asia. Note the Malayan Emergency, the Hukbalahap Rebellion in the Philippines, and the increasing involvement with Communists by Sukarno of Indonesia from the late 1950s until he was deposed in 1967. All of these were unsuccessful Communist attempts to take over Southeast Asian countries which stalled when communist forces were still focused in Vietnam.
Walt Whitman Rostow and the then Prime Minister of Singapore Lee Kuan Yew have argued that the U.S. intervention in Indochina, by giving the nations of ASEAN time to consolidate and engage in economic growth, prevented a wider domino effect. Meeting with President Ford and Henry Kissinger in 1975 Lee Kuan Yew argued that "there is a tendency in the U.S. Congress not to want to export jobs. But we have to have the jobs if we are to stop Communism. We have done that, moving from simple to more complex skilled labor. If we stop this process, it will do more harm that you can ever repair with aid. Don't cut off imports from Southeast Asia."
McGeorge Bundy argued that the prospects for a domino effect, though high in the 1950s and early 1960s, were weakened in 1965 when the Indonesian Communist Party was destroyed via CIA-supported death squads in the Indonesian Genocide. However, proponents believe that the efforts during the containment (i.e. Domino Theory) period ultimately led to the demise of the Soviet Union and the end of the Cold War.
Some supporters of the domino theory note the history of communist governments supplying aid to communist revolutionaries in neighboring countries. For instance, China supplied the Viet Minh, the North Vietnamese army, with troops and supplies, and the Soviet Union supplied them with tanks and heavy weapons. The fact that the Pathet Lao and Khmer Rouge were both originally part of the Vietminh, not to mention Hanoi's support for both in conjunction with the Viet Cong, also give credence to the theory. The Soviet Union also heavily supplied Sukarno with military supplies and advisors from the time of the Guided Democracy in Indonesia, especially during and after the 1958 civil war in Sumatra.
Linguist and political theorist Noam Chomsky wrote that he believes that the domino theory is roughly accurate, although he put a more positive spin on the threat, writing that communist and socialist movements became popular in poorer countries because they brought economic improvements to those countries in which they took power. For this reason, he wrote, the U.S. put so much effort into suppressing so-called "people's movements" in Chile, Vietnam, Nicaragua, Laos, Grenada, El Salvador, Guatemala, etc. "The weaker and poorer a country is, the more dangerous it is as an example. If a tiny, poor country like Grenada can succeed in bringing about a better life for its people, some other place that has more resources will ask, 'Why not us?'" Chomsky refers to this as the "threat of a good example."
Unfallen dominoes outside Indochina
A major piece of evidence against the domino theory consists of the failure of Communism to take hold in Thailand, Indonesia, and other large Southeast Asian countries after the 1975 end of the Vietnam War, as Eisenhower's speech had warned it could.
The domino theory failed to take into account the character of the North Vietnamese and Viet Cong struggle in the Vietnam War. By assuming Ho Chi Minh was a pawn of the Communist giants Russia and China, American policymakers failed to see that the goal of Ho and his supporters was limited to Vietnamese independence, rather than the spread of global communism.
Non-dominoes within Indochina
Critics of the domino theory see the Indochina Wars as largely indigenous or nationalist in nature (such as the Vietnamese driving out the French), and suggest that no such monolithic force as "world communism" existed. Fracturing within the international communist movement had already begun at the time, most seriously in the rivalry between the Soviet Union and China, known as the Sino-Soviet split, which began in the 1950s.
Communist Vietnam and Communist Cambodia found themselves at odds from the very beginning. Rivalry between China and the USSR may have exacerbated tensions between them, since Vietnam had affiliated itself with the USSR and Cambodia with China, but nationalism and territorial disputes were obviously more significant factors. Border conflicts, mostly in the form of massacres of Vietnamese peasants carried out by the Khmer Rouge, occurred frequently throughout the nearly four years of the Khmer Rouge régime (1975-1979), eventually leading to the Cambodian–Vietnamese War of 1978-1979, when Vietnam overthrew the Khmer Rouge and took control of Cambodia. This in turn led China to attack Vietnam in 1979 in the brief Sino-Vietnamese War, and to Thai support for the Khmer Rouge, whose successor faction officially renounced communism in 1981 and continued to fight as a guerrilla force against the Vietnamese-backed government until the mid-1990s.
Both Laos and Cambodia adopted communist rule as a direct result of the Vietnam War, which had spread over the borders of Vietnam into these countries, and of Vietnam's political regional ambitions, which included directly organizing communist parties in both countries. Communist rule in Laos essentially came about due to repeated outright invasions by Vietnam and the inability of the army of Laos to defend the country. Communist rule in Cambodia had more complex causes but ultimately also resulted from the country being dragged into the Vietnam war, first by the Viet Cong (who operated bases in the country and used it as part of the Ho Chi Minh trail) and then by the full-scale NVA attack, in conjunction with the Khmer Rouge, against the pro-U.S Khmer Republic under Lon Nol. The U.S. and South Vietnamese forces also contributed to the widening of the war when they invaded and heavily bombed Cambodia in an attempt to root out Viet Cong bases. Opponents also argued that the domino theory misrepresented the real nature of the widespread and growing civil opposition that U.S.-backed regimes in these countries had generated because of entrenched official corruption and widespread human rights abuses, notably in South Vietnam. Domino theory did not take any influence under the Russian third regime, which had to be annexed due to military reasons, which caused a democratic rebellion.
Applications to communism outside Southeast Asia
Michael Lind has argued that though the domino theory failed regionally, there was a global wave, as communist or Marxist–Leninist regimes came to power in Benin, Ethiopia, Guinea-Bissau, Madagascar, Cape Verde, Mozambique, Angola, Afghanistan, Grenada, and Nicaragua during the 1970s. The global interpretation of the domino effect relies heavily upon the "prestige" interpretation of the theory, meaning that the success of Communist revolutions in some countries, though it did not provide material support to revolutionary forces in other countries, did contribute morale and rhetorical support.
In this vein, Argentine revolutionary Che Guevara wrote an essay, the "Message to the Tricontinental", in 1967, calling for "two, three ... many Vietnams" across the world. Historian Max Boot wrote, "In the late 1970s, America's enemies seized power in countries from Mozambique to Iran to Nicaragua. American hostages were seized aboard the SS Mayaguez (off Cambodia) and in Tehran. The Red Army invaded Afghanistan. There is no obvious connection with the Vietnam War, but there is little doubt that the defeat of a superpower encouraged our enemies to undertake acts of aggression that they might otherwise have shied away from."
In addition, this theory can be further bolstered by the rise in terrorist incidents by left-wing terrorist groups in Western Europe, funded in part by Communist governments, between the 1960s and 1980s. In Italy, this includes the kidnapping and assassination of former Italian Prime Minister Aldo Moro, and the kidnapping of former US Brigadier General James L. Dozier, by the Red Brigades.
In West Germany, this includes the terrorist actions of the Red Army Faction. In the far east the Japanese Red Army carried out similar acts. All four, as well as others worked with various Arab and Palestinian terrorists, which like the red brigades were backed by the Soviet Bloc.
In the 1977 Frost/Nixon interviews, Richard Nixon defended America's destabilization of the Salvador Allende regime in Chile on domino theory grounds. Borrowing a metaphor he had heard, he stated that a Communist Chile and Cuba would create a "red sandwich" that could entrap Latin America between them. In the 1980s, the domino theory was used again to justify the Reagan administration's interventions in Central America and the Caribbean region.
In his memoirs, former Rhodesian Prime Minister Ian Smith described the successive rise of authoritarian left-wing governments in Sub-Saharan Africa during decolonization as "the communists' domino tactic." The establishment of pro-communist governments in Tanzania (1961–64) and Zambia (1964) and explicitly Marxist–Leninist governments in Angola (1975), Mozambique (1975), and eventually Rhodesia itself (in 1980) are cited by Smith as evidence of "the insidious encroachment of Soviet imperialism down the continent."
Other applications
Some foreign policy analysts in the United States have referred to the potential spread of both Islamic theocracy and liberal democracy in the Middle East as two different possibilities for a domino theory. During the Iran–Iraq War the United States and other western nations supported Iraq, fearing the spread of Iran's radical theocracy throughout the region. In the 2003 invasion of Iraq, some neoconservatives argued that when a democratic government is implemented, it would then help spread democracy and liberalism across the Middle East. This has been referred to as a "reverse domino theory," or a "democratic domino theory," so called because its effects are considered positive, not negative, by Western democratic states. | https://alchetron.com/Domino-theory |
This Dr. Axe content is medically reviewed or fact checked to ensure factually accurate information.
With strict editorial sourcing guidelines, we only link to academic research institutions, reputable media sites and, when research is available, medically peer-reviewed studies. Note that the numbers in parentheses (1, 2, etc.) are clickable links to these studies.
The information in our articles is NOT intended to replace a one-on-one relationship with a qualified health care professional and is not intended as medical advice.
This article is based on scientific evidence, written by experts and fact checked by our trained editorial staff. Note that the numbers in parentheses (1, 2, etc.) are clickable links to medically peer-reviewed studies.
Our team includes licensed nutritionists and dietitians, certified health education specialists, as well as certified strength and conditioning specialists, personal trainers and corrective exercise specialists. Our team aims to be not only thorough with its research, but also objective and unbiased.
The information in our articles is NOT intended to replace a one-on-one relationship with a qualified health care professional and is not intended as medical advice.
The Afterburn Effect: How to Burn More Fat After You Exercise
September 1, 2015
In simplest terms, the “afterburn effect” is essentially the calories you continue to burn after exercising. While many people primarily pay attention to the amount of calories they burn while running, cycling, swimming or lifting weights, there’s a whole other important component to calorie-burning that you might be overlooking.
That’s because our bodies actually use up extra energy (calories) after certain workouts to help us recover, cool down and deal with the hormonal changes that the exercise produced. The scientific name for this process is excess post-exercise oxygen consumption.
What does the research we now have available regarding benefits of the afterburn effect mean for the future of your workouts? If you properly plan your exercise routine so you do the right types of high-intensity workouts several times a week, you’ll gain the ability to burn more fat in less time. Sound too good to be true? Here’s what this phenomenon is all about …
The Afterburn Effect Explained
The key to increasing the afterburn effects of your workouts, so you can burn more calories throughout the whole day, is practicing high-intensity exercises. That’s because the afterburn effect is small following steady-state traditional cardio workouts like jogging but is significantly higher following intense workouts — like sprinting, circuit, strength and burst activities. (1)
If your goals are to lean out, build muscle fast, increase your cardiovascular health and not spend loads of time needing to exercise, then the bottom line is that doing brief, but intense, intermittent bouts of exercise is the way to go. The benefits of high-intensity interval training — HIIT, what it’s commonly referred to — are greater strength, improved speed and better fat burning, all in ways that steady-state cardio workouts simply can’t comparably create.
In general, the more intense the exercise, the greater the afterburn effect is going to be. This means that a workout that’s 20 minutes long involving sprinting (or practicing another form of burst training or intense activity) as fast as you can for 30 seconds, repeated for 10 rounds with 90-second rest periods in between, will have a higher afterburn effect compared to doing steady-state exercises like running moderately for 30 minutes.
How many more calories will the afterburn effect burn through following intense exercise? It’s hard to estimate an exact amount since every person reacts to high-intensity exercise differently. Factors like someone’s current level of fitness, gender, age, training duration and intensity can potentially influence the magnitude of the afterburn.
That being said, one study published in the Journal of Exercise Science showed that the afterburn effect is associated with an elevation in metabolism due to the thermic effect of activity regardless of your current fitness level — and some experts believe that this can cause around a 10-percent increase in calorie expenditure for the day following just 20 minutes of high-intensity exercise. (2)
In other words, if you’re an active woman who normally burns 2,000 calories a day, taking into account your additional energy requirements might mean you’re now burning 2,200!
Here’s the scientific breakdown of the afterburn effect:
HIIT workouts increase your metabolism — in other words, they raise your total energy expenditure, which is the amount of calories your body burns for energy daily. You can think of energy expenditure as the amount of energy a person uses up throughout the entire day performing all bodily activities, whether it’s walking around, showering or bending over. We all use up energy in the form of calories every time we breath, move, digest food and our heart pumps out blood — so most of our energy expenditure goes without us even noticing or making an effort.
When it comes to exercise, of course, we do take notice of our increased effort and, therefore, the higher amount of energy we’re using. But the energy expenditure of a workout is the total measure of calories burned during and after exercise, so while we might be pushing ourselves at the gym and “feeling the burn,” we actually continue to use extra energy once the workout is over without even realizing it.
As you’re learning, certain forms of exercise (high-intensity) dial up the energy burn following exercise better than others. And after intense exercise, your body has to work twice as hard to replenish its oxygen stores than it does after steady-state exercise.
The technical name for calories burned after exercise is “excess post-exercise oxygen consumption,” or EPOC. Evidence suggests an exponential relationship between exercise intensity and the magnitude of the EPOC. The term EPOC describes the fact that at higher exercise intensities, oxygen uptake isn’t proportional to heat expenditure. In other words, EPOC results in an oxygen debt because this is how the body works to recover after a tough workout and brings the organs, heart and hormones back to a resting state.
The oxygen debt component is part of the reason there’s an afterburn effect because it takes a toll on energy use; in fact, this process of bringing the body back to homeostasis and normalizing metabolism following intense activity might take up to three days!
The more often you do intense workouts, the more it pays off — the International Journal of Sports Nutrition and Exercise Metabolism reports that EPOC varies as a function of metabolic stress and more training improves the efficiency of metabolic regulation during recovery from exercise. (3)
EPOC is not the only thing that accounts for the afterburn effect. Other aspects have to do with body’s production of lactic acid and the process of hypertrophy, or the building of muscle mass.
Think of it this way: If you’re wearing your muscles out and producing higher levels of lactic acid (the chemical reaction that is responsible for the “burn” you feel when your muscles are fatigued), then you’re causing damage to muscle tissue at the microscopic level that needs to be repaired. This takes energy because it involves the body breaking down amino acids (proteins) in muscles and then rebuilding them. In the process, intense exercise also increases testosterone naturally, which can mean more muscle gain.
This process of laying down new proteins in order to build back muscles stronger and bigger raises your total energy expenditure — and basically all of this happens after you finish working out.
Using the Afterburn Effect to Burn More Fat
For years, we’ve been led to believe that exercising for longer periods of time results in more calories burned and, therefore, a better body composition. But in recent years, the idea that you can reach your goals by following an exercise regimen that’s actually the opposite is now well-supported by a growing field of research.
A 2011 report published in the Journal of Obesity states that although generally the effects of regular aerobic exercise on body fat is negligible, intense forms of exercise may have a greater impact on body composition. “Emerging research examining high-intensity intermittent exercise (HIIE) indicates that it may be more effective at reducing subcutaneous and abdominal body fat than other types of exercise.” (4)
During aerobic exercise, the muscles use glucose (sugar) primarily for energy. But on the other hand, during the longer recovery period described above, the body primarily uses fatty acids in addition to glucose. This translates into you burning more fat while you build more muscle. That’s important because, even at rest, muscle burns more calories than stored body fat does.
How much intense exercise do you need to do? This depends on how intense your workouts are. For example, the World Health Organization has switched away from simply recommending steady-state exercise and now advises the following:
Adults aged 18–64 should do at least 150 minutes of moderate-intensity aerobic physical activity throughout the week, OR do at least 75 minutes of vigorous-intensity aerobic physical activity throughout the week, OR an equivalent combination of moderate and vigorous-intensity activity.
Here are three ways to practice high-intensity exercise in order to dial up your afterburn effect:
1. Cycling, Using the Elliptical or Rowing
Instead of doing steady-state cardio for 50 minutes, halve this amount and use interval training. High-intensity interval training combines short, high-intensity bursts of exercise with slow, recovery phases. These intervals are repeated throughout one short (15–20 minute) session. The intense parts are done at 85 percent–100 percent maximum heart rate, rather than 50 percent–70 percent that is the average moderate endurance activity level.
A simple way to practice HIIT is to push yourself as hard as you can for about 20–30 seconds, then take a rest of about 60 seconds. Repeat this cycle for the duration of your exercise. The shorter your rest interval is, the harder it will be. You should feel wiped out afterward!
2. Weight Lifting or Resistance Training
Practice a circuit-style workout or complete “supersets.” Supersets are when you go from one weighted exercise straight into the next, without resting in between. You work one muscle group hard until it’s fatigued, then move on to another one right afterward.
In other words, you use opposite muscle groups so while you rest one, you train the other. For example, you might start with squats working your legs primarily, then move onto bench presses working your upper body primarily. Or you go from back rows to chest presses.
Also, to radically switch up your routine, give HIIT a try by incorporating some full-body kettlebell workouts or do CrossFit workouts.
3. Sprinting
This is likely the most popular way to practice HIIT and achieve high afterburn effects. This model follows the same idea as that for cycling or rowing mentioned above — you swap a longer steady workout for a shorter but intense one. And I mean intense!
During your sprints, you really want to push yourself, almost like you’re running because your life depends on it. Try sprinting for 10–15 minutes total to start, using 90-second intervals. This means pushing yourself very hard for 30 seconds, then taking a rest for one minute.
Repeat the cycles until you’re at about 15 minutes or slightly more once you’ve been practicing HIIT for a while. You can practice this outdoors or take it inside for an intense burst-training workout on a treadmill.
Related: The Fitness Tracker: Tech that Boosts Your Weight Loss Efforts
Future Research & Precautions Regarding the Afterburn Effect
There’s still a lot to learn about the afterburn effect and how exactly it works. Almost every aspect of a workout — from the number of reps and sets completed, number of rest periods in between sets, intensity, speed, types of movements performed, and a person’s heart rate — can all impact how dramatic the afterburn effect turns out to be.
It appears that well-trained individuals have a more rapid return of post-exercise metabolism to resting levels after exercising; therefore, they might be getting the most bang for their-buck when it comes to HIIT workouts. Nonetheless, there’s plenty of benefits for people new to exercise, too, assuming they start slow and prevent injuries. One of the biggest challenges might be encouraging HIIT newbies and those who have weight to lose to even start intense exercise programs that can raise their afterburn effect, since intensity can be intimidating.
If you’re practicing HIIT for the first time, keep your workouts shorter, around 10 minutes, and use a method that you’re comfortable with like running (on grass or a treadmill) or cycling. Regardless of how fit you already are, HIIT workouts shouldn’t be done every day because this can increase injury risk; they’re best when completed just two to three times a week (or even less in some cases). If you choose to do a circuit-style intense workout or one using weights, consider starting with a professional trainer to make sure your form is correct and you aren’t setting yourself up for injury.
Read Next: How Long Should You Rest Between Workouts?
Get FREE Access!
Dr. Josh Axe is on a mission to provide you and your family with the highest quality nutrition tips and healthy recipes in the world...Sign up to get VIP access to his eBooks and valuable weekly health tips for FREE! | https://draxe.com/fitness/afterburn-effect/ |
The cardiorespiratory system generally refers to the interaction of the heart, blood vessels, and lungs as they work to take in oxygen for cellular use and remove waste products from the body.
www.pelinks4u.org/articles/TA1Health1009.pdf
The cardiorespiratory system consists of the heart and blood vessels, which work with the respiratory system (the lungs and airways). These body systems carry oxygen to the muscles and organs of the body, and remove waste products, including carbon dioxide. Cardiorespiratory + = System Teaching Activity 1.
quizlet.com/6940479/the-cardiorespiratory-system-flash-cards
The cardiorespiratory system contains what three parts? Cardiorespiratory System. Transports oxygen, nutrients, and other key substances to the organs and tissues that need them ... What stage of cardiorespiratory fitness is characterized by (4-6 months): 3-5 days per week, middle to upper end of target heart rate zone, 25-40 minutes.
www.fitness-central.co.uk/.../your-body/circulatory-system/cardiorespiratory-system
Cardiorespiratory System and Exercise The cardiorespiratory system is responsible for maintaining homeostatis in the body. One of the biggest challenges to homeostatsis is exercise through an increase in the demand for oxygen. A heavy exercise session can increase demand for oxygen by up to 15 to 25 times above the resting level.
en.wikivet.net/Cardiorespiratory_System_Overview_-_Anatomy_&_Physiology
The mammalian cardiovascular and respiratory systems have evolved primarily to provide the tissues of the body with oxygen and to remove carbon dioxide. The cardiorespiratory system also has metabolic and heat exchange roles. Respiratory System
en.wikipedia.org/wiki/Cardiovascular_disease
Cardiovascular disease (CVD) is a class of diseases that involve the heart or blood vessels. CVD includes coronary artery diseases (CAD) such as angina and myocardial infarction (commonly known as a heart attack). Other CVDs include stroke, heart failure, hypertensive heart disease, rheumatic heart disease, cardiomyopathy, heart arrhythmia, congenital heart disease, valvular heart disease ...
www.ux1.eiu.edu/~cfje/4340/4340-cardio-1.pdf
Cardiorespiratory System What are the components of the cardiorespiratory system? Cardio-Heart = a pump between external and internal respiration Blood Vessels = transportation Respiratory Lungs = gas exchange
en.wikipedia.org/wiki/Cardiorespiratory_fitness
Exercise improves not just the respiratory system but the heart by increasing the amount of oxygen that is inhaled and distributed to body tissue. A 2005 Cochrane review demonstrated that physical activity interventions are effective for increasing cardiovascular fitness. There are many benefits of cardiorespiratory fitness.
www.thoughtco.com/cardiovascular-system-373577
The cardiovascular system is responsible for transporting nutrients and removing gaseous waste from the body. This system is comprised of the heart and the circulatory system.Structures of the cardiovascular system include the heart, blood vessels, and blood.The lymphatic system is also closely associated with the cardiovascular system.
www.dummies.com/education/science/anatomy/what-is-the-cardiovascular-system
The cardiovascular system is part of the larger circulatory system, which circulates fluids throughout the body. The circulatory system includes both the cardiovascular system and the lymphatic system. The cardiovascular system moves blood throughout the body, and the lymphatic system moves lymph, which is a clear fluid that’s similar to the plasma in blood. | https://www.reference.com/web?q=the+cardiorespiratory+system+includes+the&qo=contentPageRelatedSearch&o=600605&l=dir |
When we stop exercising deconditioning can set in as early as 2 weeks, however this depends on our pre-existing health status, training and fitness level and lifestyle. This means that when we start training again, we need to think of ourselves as starting from scratch.
How does a return to exercise affect the musculoskeletal system?
During exercise, muscle fibres pull against one another, which is why your muscles often ache after exercise. Every time a fibre tears it repairs itself and grows back thicker and stronger, making more dense fibres. However, rest causes these fibres to weaken, which means that when we start exercising again post injury/rest it can lead to more micro tears in the muscle fibre, so it's crucial to start exercising slowly and gradually build it up.
Studies have shown that in the first week of 're-exercising', it's beneficial to have two days rest or to at least train on alternate days.
At this stage, your muscle pliability/flexibility will be low, which also increases your risk of injury. When you don't exercise, the synovial fluid (a fluid produced by the synovial membrane that surrounds the joint) reduces, which decreases the joint's range of motion and increases the risk of injury. A warm-up routine of gentle aerobic training and low-grade stretches will help to minimise this risk.
After 3-4 weeks, the muscles and connective tissue (ligaments and tendons) will start to get more elastic, so this is when you can start to think about increasing your training intensity.
How does a return to exercise affect your cardiovascular system?
After 2-3 weeks of exercising, the blood supply to your musculoskeletal system increases as your muscles require more oxygen. Cardiovascular exercise increases the number of new blood vessels, while resistance (strength) training increases the size of these blood vessels (vasodilation). This is when the blood vessels expand to allow the blood to flow to your muscles more quickly.
So if you lose 15-20% of your cardio fitness you might find yourself struggling to breathe and suffer more fatigue, as the body won't be as efficient as it was at transporting oxygen around the body.
An increase in blood vessels means more efficient circulation, which lowers blood pressure (reducing strain on the heart); increases good HDL cholesterol that transports fat away from the arteries and back to the liver for processing; and reduces bad LDL cholesterol levels that can form fatty deposits in the arteries and contribute to heart disease. Blood vessels also bring much-needed nutrients to the muscles, which is why diet is important.
After 4-6 weeks of training, there will be an approximate 15-20% improvement in VO2 Max, i.e. the body’s ability to use oxygen. However cardio exercise, rather than strength training, is the best way to improve circulatory efficiency, as increasing the number of blood vessels is more beneficial than vasodilation.
How does a return to exercise improve your wellbeing?
Exercise produces endorphins throughout the body, which reduces anxiety, depression and improves self esteem. Exercise also leads to better quality and duration of sleep (deep sleep time), the importance of which cannot be stressed enough.
Deep sleep restores the body’s core functions, and improves your immunity and heart health. As we age, the part of our brain known as the hippocampus shrinks, impeding memory and general information retention. Exercising increases cell production in the hippocampus, which in turn makes us more alert and attentive.
* Start exercising again slowly, rather than going in at full training level. Around 30-40% of of your previous training intensity is a good starting point.
*Make sure you include a proper warm-up and cool-down.
* Avoid a complicated/intense workout programme during the first four weeks. For aerobic training, start with low-intensity endurance-based exercise, while for strength training increase the reps, rather than weight, during the first 2-3 weeks.
* Take your time and aim to regain your previous strength and cardio training level in approx. two months.
* Use this time to improve your technique.
* In case of inactivity due to injury, consult a physiotherapist/medical professional for a graded return.
Hi everyone - how'd your races go on Sat/Sun? Weather on sat was a nightmare!
I raced Sunday, my first OD (and only my second tri) and i finished 2hrs and 50mins exactly. Am delighted!
Yea, my first tri - done the Olympic yesterday.
Bike fun / fast although slow round corners - sometimes a bit tight going by etc.
run fun - seemed a bit short though??
Did okay for a newbie.
- got mugged in the swim! It was an open water stampede!
- slipped and fell with 500m to go.
...so all that added up and cost me time.
Never mind. Stoked! Even got a Jim'll Fix It style medal!
Next one in 2 weeks.
Nice one guys, both great efforts.
Wiseman, i hear you on the swim... conditions were quite tough i thought - the return leg it was seriously choppy - kept expecting to sight and someone in front of me but all the splashing was mostly from the waves!
How typical that today is a lot less windy!
bike was only 38k which was a shame and the run is 9.8k, so have to add 5mins on to my time really. | http://www.220triathlon.com/training/injuries/what-happens-to-your-body-when-you-start-exercising-after-a-break/12775.html |
PHYSIOLOGY OF AGING
Today we will be dealing with physical activity. Physical activity and especially physical exercise adapted to the personality affects several aspects:
- Musculoskeletal system and posture
- Cardiovascular system
- Respiratory system
- Metabolic-endocrine system
- Emotions
The aging process of the body’s musculoskeletal system causes phenomena such as osteoporosis, arthrosis (degeneration of joints, hips, lumbar spine, cervical spine…), laxity of vertebrae, physiologically occurring discopathy, hernias, muscle and ligament shortening and stiffness, inflammation of the back or large joints and subsequently, gradually less freedom of movement to pain when moving.
The muscular system weakens and weakens, muscle mass decreases, so posture is also affected. Activities that previously required moderate energy expenditure may now be more strenuous or performed over a longer period of time.
All of this has a faster onset and progression, the more sedentary a person is, the more prone to postural and emotional closure or a pluripathological state. On the other hand, pain and reduced mobility, if not managed, inhibit the tendency for daily movement and facilitate a sedentary lifestyle.
From a cardiovascular point of view, although not everyone has symptoms, the vessels tend to be stiffer, venous return loses efficiency, blood pressure increases, and cardiovascular adaptability to exercise decreases. If the supply of tissues (muscles, organs, etc.) is not optimal with nutrients and oxygen, the tissue loses health and its function is impaired to a greater or lesser extent over the years.
The lungs, but especially the ribcage and diaphragm, become stiffer with a decrease in ventilatory capacity (filling and emptying of the lungs) and a decreased capacity to oxygenate the blood.
Finally, with regard to the endocrine-metabolic system, in general, changes in hormonal levels and a greater fragility of the metabolic system are observed during aging. One of the most classic examples we could observe is diabetes mellitus, now a pathological categorization. Countless studies confirm that constant physical exercise is an indispensable helper for diabetics in addition to nutrition.
SYMPTOMS
The macroscopic consequences of all this can be summarized as:
- Insufficient energy availability
- Restriction of usual activities
- More slowness in the way
- Muscle weakness and early fatigue
- Sleep disorders
- Pains of the locomotor apparatus and joints (sometimes also of neuropathic compressive origin by the locomotor tissue)
- Slow or difficult digestion
- Short or labored breathing
- Cardiac pathology
REMEDIES: CONSERVATIVE THERAPY IN AGING
In summary: the ability of body tissues to receive “new” (oxygenated) blood determines health, therefore maintaining the good function of the tissue itself, whether it is an organ (liver, kidney, heart…) or a muscle.
Motor activity “activates” the heart pump and activates the thoracic respiratory system, creates vasodilation supporting peripheral blood circulation and thus nourishes different parts of the body, lubricates the joints and prevents their appearance or improves stiffness and pain.
Constant aerobic activity is a real daily benefit, especially if properly managed by professional staff.
Targeted exercise designed by a professional kinesiologist in combination with aerobic activity gradually increases the ability, dexterity and overall elasticity of the body, significantly improves posture and postural positions taken during the day (walking, upright position, sitting position, use of limbs in relation to the trunk…), increases the strength of body parts, increases resistance to stress, improves breathing capacity. | https://www.central2013.eu/registration-form/ |
Definition and Overview
Therapeutic exercise is defined as movements of the body that can improve health and well-being, correct deformity, restore the function of the musculoskeletal system, and, to a certain extent, improve mood and focus.
The exercises used in this type of therapy generally fall into three major categories: resistance, endurance, and flexibility. Resistance training refers to exercises that enhance the strength of the muscles by doing the movements against and opposite force. Resistance exercises may be performed with steady muscle length (isometric), steady contraction of the shortened muscles (isotonic), or with a consistent angular velocity of the muscles (isokinetic).
Endurance, on the other hand, works with large muscle groups and the cardiovascular muscles. It is based on the amount or volume of oxygen uptake. A good example of an endurance exercise is running on a treadmill. While it improves the person’s ability to last in a certain exercise, it also strengthens the heart and is sometimes used to assess the functions of the heart and lungs.
Flexibility is necessary to improve the range of motion of the muscles. Unlike endurance, it is performed in slow counts and a more controlled manner.
Programs can combine all of them in one session or break them down into specific sections. Regardless, they should be customized depending on the existing condition of the patient and health goals.
Who Should Undergo and Expected Results
Therapeutic exercises are helpful for a wide variety of people across multiple ages, but they especially beneficial to:
- Stroke patients
- Patients with obesity and diabetes mellitus
- People with neuromuscular disorders including amyotrophic lateral sclerosis and Parkinson’s disease
- People with osteoporosis or multiple sclerosis
- Those who struggle with balance
- Bedridden patients
The effects of therapeutic exercises can significantly vary. For example, some conditions are more responsive to either resistance or flexibility, while the benefits may be mild, moderate, or extreme.
In cases of bedridden patients or those who are mainly immobilized, the exercises may require the assistance of a trainer or a physical therapist. They may also be active, in which the patient controls a specific muscle with the help of a therapist, or passive, where an individual or a machine controls the movements of the muscles.
The exercises are expected to:
- Promote relaxation
- Mobilize the joints and reduce muscle stiffness
- Relieve physical pain
- Enhance balance and body coordination
- Increase oxygen uptake or respiratory function
- Boost blood circulation
How Does the Procedure Work?
The first step is to identify the kinds of therapeutic exercises that may be performed by the individual. Medical evaluation involves a comprehensive physical examination, lab tests, and review of medical history. The person’s heart rate and other vital signs are monitored, especially if they are predisposed to certain conditions like arrhythmia.
There are three factors that are considered in designing the therapeutic exercise program: frequency, duration, and intensity. Frequency refers to the number of times the sessions are performed while duration means the length of time each session is carried out. The intensity refers to the targeted heart rate, oxygen uptake, and the overall power placed on every exercise session.
These three can differ depending on the exercises whether they are flexibility, endurance, or resistance, and the present condition of the patient. For example, in endurance or cardiovascular exercise, the target is ideally five days per week for around an hour, but it may begin at three days per week for 20 minutes each day. Then, as the patient progresses, the intensity, frequency, and duration can also be increased. Usually, though, the exercise session lasts longer when the intensity is low.
Possible Risks and Complications
Therapeutic exercises need to be constantly supervised especially when performed by the high-risk group to ensure the patients don’t develop injuries.
Reference:
- White, P. The Lancet, published online Feb. 18, 2011.
- Bleijenberg, G. and Knoop, H. The Lancet, published online Feb. 18, 2011. | https://www.docdoc.com/info/condition/therapeutic-exercise/ |
7. _________ refers to the ability of four joints to move through a full range of motion.
(mobility, flexibility, static flexibility)
8. _________ is a team event.
(sprint, relay, jumps)
9. The size of the volley ball court is _________
(18mx9m, 18mx18m, 10mx20m)
10. The dimension of a football play ground is_____________
(100m to 110m, 130m to 150m, 160m to 200m)
Q.1 B. True or False:-
1. Football was originated in India- False
2. Relay is a team event with 4 runners running- True
3. Long Jump is also known as a running event – False
4. Football is also known as rocker- False
5. Yoga is a generic term for a physical, philosophical and spiritual discipline - False
6. Savasana is the most important part of yoga practice - True
7. Health Related Physical Fitness (HRPF)- True
8. Pranayama is Breath Control – True
9. Mudra is performed with the hands and fingers- True
Q.2 Answer in one sentence:-
1. What is the length and width of the lean in a standard track?
Ans 400m is the length and width of the lean in a standard track.
2. Who won the gold medal in 10 m air rifle event at the 2008 Beijing Olympic games 2008?
Ans Abhinav Bindra is the first Indian to win an individual gold medal at the Olympic games Beijing
3. Who is known as the “Golden girl” of India?
Ans P.T. Usha is known as “ Golden Girl” of India.
4. What is Physical Fitness?
Ans Physical Fitness is the ability of the body to carry out everyday activities with little fatigue and with enough energy left for emergencies.
5. Who is an Indian Hockey legend ?
Ans Major Dhyanchand, the “Hockey Wizard” is Indian Hokey legend.
6. How many lanes are there in a standard Athletic track?
Ans 6 or 8 lanes are there in a standard athletic track
7. Who is known as the Flying Sikh ?
Ans Milkha Singh is known as ”The flying Sikh”.
8. Who is the first Indian woman to win Olympics medal in the individual category?
Ans Karnam Malleswari is the first Indian woman to win an Olympic medal in the individual category
9. Write five components of physical fitness.
The 5 Components of Physical Fitness are CARDIO VASCULAR FITNESS, MUSCULAR STRENGTH, MUSCULAR ENDURANCE, FLEXIBILITY and BODY COMPOSITION.
10. Define Health as per WHO.
The World Health Organization (WHO) defines health as "a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resource, as well as physical capacities."
11. What are the two types of physical fitness?
Physical fitness is of two types; health related physical fitness and skill related physical fitness.
12. What are the components of skill related physical fitness?
Components of Skill related physical fitness are Speed, Agility, Power, Reaction time, Balance and Coordination.
13. Explain the four stages of Long jump.
Four stages of long jump are the approach run, the take off, the flight and landing.
14. What are the things that the short distance runner should remember?
Sprinter must run in the lane allotted to him, Use starting block to give a boost. Not to run before the word "go" or else he will get disqualified.
15. Mention all the important jumps.
There are four types of jumps: 1) long jump 2) high jump 3) triple jump 4) polo vault.
16. Explain the stages of triple jumps.
The five main stages of Triple jump are (1) Approach run (2) Hop or Take off (3) The step (4) The Jump (5) Landing.
17. Define muscular endurance in one sentence.
Muscular endurance is the application of repeated muscular force.
18. Define cardio vascular endurance in one sentence.
Cardio vascular endurance is the ability to take in, deliver, and exert oxygen for physical work.
Define The Following
Physical Fitness -
The term "Physical Fitness" itself reflects the meaning of health. It is the capability of the individual to meet the varied physical and physiological demands made during sporting or physical activity.
Cardio Vascular Endurance -
It is the maximum functional capacity of the cardio - respiratory system to carry out the work/tasks involving large muscle group for extended period of time.
muscular Strength -
It is the maximum amount of force applied by a muscle or group of muscles against an opposite force.
Muscular Endurance -
Muscular Endurance is the ability of a muscle or muscle group to repeat the muscular contraction against a force over a period of time
Flexibility -
Flexibility is the range of motion in a joint or group of joints, or the ability to move joints effectively.
Composition -
Body Composition means the amount of fat free body weight. In other words, "Body composition refers to the body's relative amount of fat lean body tissue or fat free body mass.
Speed -
"It is the ability to perform a movement successfully within a short period time"
Power -
"It is an ability of an individual to contract muscles with speed and force in an explosive act"
Agility -
"It is the physical ability that enables a person to change his/her body position and direction rapidly in a precise manner"
Reaction Time -
"It is the ability to react to a stimulus as quickly as possible"
Balance -
"Balance is the ability to retain balance when stationary or moving"
Co-ordination -
"It is the ability to perform smooth and accurate motor tasks by using the right sense and correlated muscular contraction at a right time"
Yoga -
"Yoga is derived from the sanskrit roots. Yoga means the unification of Atma with Parmatma. Yoga is attaining the pose. Yoga is skill in actions.
Answer in Brief
1. Write a note on Health related physical fitness.
Health related physical fitness is "A state characterized by an ability to perform daily activities with vigour and a demonstration of trait and capacities that are associated with low risk premature development of hyperkinetic disease (i.e those associated with physical inactivity. Five components of Health related physical fitness are
(a) Muscular Strength
(b) Muscular Endurance
(c) Cardiovascular Endurance
(d) Flexibility
(e) Body Composition
Uttan Mandukasana : Sit in vajrasana on your heal. Open your feet apart and place your buttock on the floor in between your feet. Now open your knees wide and let your toes touch each other in the back of your buttocks. Sit straight, grab your right elbow with the left hand and vice versa, and stretch your thus folded arms up and behind your head.
3. Write in brief about pranayam.
Pranayam, or breath control, is the Fourth Limb of ashtanga, as set out by Patanjali in the Yoga Sutra. This practice is an integral part of Hatha Yoga and Ashtanga Vinyasa.
Yoga in the execution of asanas.
Types of Pranayam -
(1) Anuloma - Viloma (Alternate Nostril Breathing - II)
(2) Suryan Bhedan Pranayama (Right Nostril Breathing)
(3) Ujjayi Pranayama
(4) Sitkari
(5) Shitali
(6) Bhasrika
(7) Bhramari
(8) Murchha
(9) Plavini Pranayama
4. What do you mean by Agility?
The ability to change the direction of your body quickly and efficiently at the speed of your travel is known as agility. Agility is very important to reach out on time. It is required in very important games like kho-kho, shuttle run, handball, hockey, football, tennis, etc.
5. Write the benefits of Suryanamskar.
Suryanamskar energizes the body, refreshes the mind and relieves stiffens. It is a form of exercise for all fitness levels. It promotes keen awareness of the interconnectedness of your body, mind and breath. It is spiritual uplifting exercise. The beneficial advantage of suryanamskar is; it provides workout for the muscles. It also benefits joints, ligaments and the skeletal system by improving posture, flexibility and balance.
6. What do you mean by Coordination?
It is the ability to use your body parts and muscles, to move smoothly and accurately. It is a skill that recruits the senses such as sight and hearing in connection with body parts to perform tasks accurately and with efficient movement. Various skill related components of fitness are integrated into accurate and effective movements. Handeye coordination tests or foot-eye coordination tests are often used to assess coordination. Juggling, hitting a baseball with a bat are some examples of coordination.
7. What do you mean by muscular endurance?
Muscular endurance is the ability of a muscle or group of muscles to do repeated contraction against less-than-maximum resistance for a given period of time. This is in contrast to muscular strength, which is the greatest amount of force that a muscle or group of muscle can exert in a single effort.
8. Write the names of popular cricket playing teams.
The most popular cricket playing countries are India, Australia, England, New Zealand, West Indies, Pakistan, Sri Lanka, Bangladesh, Kenya, Zimbabwe.
9. Write any one batting skill in cricket.
Square cut is an aggressive/attacking shot played to a ball which has been pitched short of a good length (a short delivery) and is passing wide of off stump. You should aim to hit the ball square of the wicket ideally between point and gully, always aim to hit the ball between the fielders and into the gaps.
10. Name the football tournaments played in India at the national level.
The National level tournament played in India are:
(1) Federation Cup (2) Durand Cup (3) Indian Super Cup (4) Santosh Trophy
Draw and label the figure of a ground? | https://www.omtexclasses.com/2014/11/physical-education.html |
You're adding lean muscle. If you did a strength-training routine, your muscles are now starting to rebuild themselves and repair the microscopic tears that come with lifting weights, says Paul Gordon, PhD, director of the Laboratory for Physical Activity at the University of Michigan School of Medicine in Ann Arbor. Preliminary research shows that women respond to and recover from resistance training faster than men.
In order to lose fat from one specific region, you need to burn more calories than you consume. This can be achieved by cutting your daily caloric intake down to 500 calories. Apart from this, you have to burn calories through exercise. It is advisable not to drastically cut down your caloric intake as this may deprive your body of energy and cause fatigue and dizziness. Hence, you should gradually cut your caloric consumption and burn more calories than usual.
Español: adelgazar los brazos, Deutsch: Fett in den Armen reduzieren für Frauen, Italiano: Ridurre il Grasso nelle Braccia di una Donna, Português: Reduzir a Gordura nos Braços para Mulheres, Русский: убрать жир с рук для женщин, Nederlands: Slankere armen krijgen als vrouw, Français: réduire la graisse dans les bras pour les femmes, 中文: 瘦手臂, Čeština: Jak se zbavit tuku na pažích, Bahasa Indonesia: Mengurangi Lemak di Lengan (Untuk Wanita), العربية: تقليل دهون الذراعين (للنساء), Tiếng Việt: Giảm mỡ ở cánh tay (dành cho phụ nữ)
Sit on the floor with your legs and feet joined together, knees bent and feet placed flat on the floor. Place your hands on the floor about a foot behind your hips, palms kept shoulder-width apart and fingers pointing towards your back. Now, raise your hips off the floor by straightening your arms. Bend your right elbow to lower your hips as close to the floor as possible, without touching it. Straighten your right arms and bend your left elbow to again lower your hips as close to the floor as possible. Repeat on alternate sides.
As little as 30 minutes of cardio three to five days a week will add six years to your life, according to research at the Cooper Clinic in Dallas. Do that plus a couple of days of resistance training and you'll not only live longer but also look younger, feel happier, have more energy, and stay slim. Ready for some inspiration for getting your move on? Keep reading for our timeline on the quick and long-lasting benefits of regular exercise.
Exercise acts as a temporary diversion to daily stresses and it improves self-esteem. Increased core temperature during exercise may lead to reduced muscle tension and favourable alterations in brain neurotransmitters. Mood improvements may also occur due to the increased secretion of endogenous (internal) opiates, e.g. endorphins. Psychological changes may occur because of changes in norepinephrine, dopamine and serotonin, all hormones which can affect mood and anxiety levels.
Many people hit the gym or pound the pavement to improve cardiovascular health, build muscle, and of course, get a rockin’ bod, but working out has above-the-neck benefits, too. For the past decade or so, scientists have pondered how exercising can boost brain function. Regardless of age or fitness level (yup, this includes everyone from mall-walkers to marathoners), studies show that making time for exercise provides some serious mental benefits. Get inspired to exercise by reading up on these unexpected ways that working out can benefit mental health, relationships, and lead to a healthier and happier life overall.
If you are trying to lose flabby arms, it would help to include more protein in your diet. Protein rich food will help you build more muscle and help boost your metabolism, thus helping you burn more calories. Another reason to include more protein in your diet is that it will help you feel full for a longer time, making it easier to not cave into hunger pangs between meals. Remember, the aim is to just up the intake of protein, not limiting your entire diet to just protein. Include more of lean meats, beans, nuts, seeds, seafood and leafy vegetables to lose flabby arms.
It can be hard to get motivated to exercise, but these 7 best at-home workout routines with no equipment required should help make it easier to get off the couch and get moving!If you have to pack a gym bag, make sure that you include a change of clothes, put on your sneakers, drive somewhere and pay money to do it all, you might find yourself coming up with excuses to avoid working out more often than not.
This one is a big one, since inflammation may be an underlying cause of a wide range of diseases and disorders in both body and brain. Exercise is known to reduce a number of inflammatory markers, like c-reactive protein (CRP) and internleukin-6 (IL-6), which are linked to a number of diseases. “The thing about exercise is that it has a multitude of effects on many different organs and systems,” says Suzi Hong, who studies exercise and immune system activation at the UC San Diego School of Medicine, “so often it is difficult to pinpoint which organ systems are influenced and which ones are not with which specific effects for what conditions… The anti-inflammatory effects of exercise are likely one of the underpinnings of its effects against cardiovascular disease, diabetes, certain cancers, neurodegenerative conditions and more.”
3. It strengthens the lungs. Working hard increases lung capacity, and their efficiency in moving air in and out of the body. As a result, more oxygen is drawn into the body and more carbon dioxide and other waste gases are expelled. Regular exercise helps prevent the decline in oxygen intake that occurs naturally with age or as a result of inactivity.
Exercise increases energy and vitality feelings. Sedentary individuals often complain of being too tired to work out. Ironically, exercise improves people's capacity for work so that people who exercise on a regular basis actually have more energy and greater strength and endurance for daily activities than do their sedentary peers. The feeling of increased energy, and vitality is one of the first things people tend to notice a few weeks after beginning to working out on a regular basis.
A combination of aerobic workouts (which, depending on your fitness level, can include walking, running, swimming, and other vigorous heart-pumping exercise) and strength training (weight lifting, resistance training) is considered best for heart health. These exercises improve the muscles’ ability to draw oxygen from the circulating blood. That reduces the need for the heart—a muscular organ itself—to work harder to pump more blood to the muscles, whatever your age.
Demoing the moves below are Cookie Janee, a background investigator and security forces specialist in the Air Force Reserve; Amanda Wheeler, a certified strength and conditioning specialist and co-founder of Formation Strength, an online women’s training group that serves the LGBTQ community and allies; and Crystal Williams, a group fitness instructor and trainer who teaches at residential and commercial gyms across New York City.
A Incorporate more of cardio in your regime in order to burn more calories. Walking or jogging can help. Yoga or using a skipping rope can also help you lose fat. Playing a sport is another great way to tone your arms. Besides being fun, Ttennis or squash are great games since they also focus mainly on your arms. Pushups, arm rotation and tricep dips are all examples of exercises without the use of weights.
Lie on your back with the left leg extended and the right knee bent. Place the right foot on the floor and extend the right arm toward ceiling. Perform a crunch-like movement to lift the upper body, transitioning into a seated position, and continue to reach the right arm up. Place the left hand on the floor next to the left hip and push through the left hand and the right foot to lift the hips off the floor. Extend through the hips, reaching back with the right arm to perform a slight backbend. Slowly lower back down to the starting position. Repeat five to six reps on the right side before switching to the left.
The body uses both carbohydrates and fats as energy sources. But after consistent aerobic exercise training, the body gets better at burning fat, which requires a lot of oxygen to convert it into energy. “One of the benefits of exercise training is that our cardiovascular system gets stronger and better at delivering oxygen, so we are able to metabolize more fat as an energy source,” Hackney says. As a result, your fat cells—which produce the substances responsible for chronic low-grade inflammation—shrink, and so does inflammation.
Endorphins are hormones in the brain associated with a happy, positive feeling. A low level of endorphins is associated with depression. During exercise, plasma levels of this substance increase. This may help to ease symptoms of depression. A recent National Health and Nutrition survey found that physically active people were half as likely to be depressed.
Include one glass of milk and one whole egg in your everyday diet. The yolk of the egg should not be thrown away as it is highly nutritious. It is full of fat-soluble vitamins, minerals, protein, and fat. If you eat an egg, you may avoid eating any other meat protein source for the day. Milk will augment your bone health. Cheese is also rich in nutrition and won’t make you bloated unless you eat more than what you burn.
Those buff lab rats might be smarter than we think. Various studies on mice and men have shown that cardiovascular exercise can create new brain cells (aka neurogenesis) and improve overall brain performance Aerobic exercise is the critical variable in an enriched environment that increases hippocampal neurogenesis and water maze learning in male C57BL/6J mice. Mustroph ML, Chen S, Desai SC, Cay EB, DeYoung EK, Rhodes JS. Neuroscience Program, The Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, USA. Neuroscience. 2012 September 6;219:62-71. Aerobic exercise improves hippocampal function and increases BDNF in the serum of young adult males. Griffin EW, Mullally S, Foley C, Warmington SA, O’Mara SM, Kelly AM. Department of Physiology, School of Medicine, University of Dublin, Trinity College, Dublin, Ireland. Physiology & Behavior. 2011 October 24;104(5):934-41.. Ready to apply for a Nobel Prize? Studies suggest that a tough workout increases levels of a brain-derived protein (known as BDNF) in the body, believed to help with decision making, higher thinking, and learning. Smarty (spandex) pants, indeed. | https://onebetteryou.com/exercise/what-is-the-benefits-of-squat-exercise-what-are-mental-benefits-of-exercise.html |
It might seem obvious that there are benefits to prioritizing the importance of physical fitness. However, in order to be successful at it, it is important to define what, exactly, the components of fitness are — and how you can achieve them. So, you might be wondering: what are the five components of fitness?
The American College of Sports Medicine’s physical activity guidelines serve as a template for putting together a workout routine that is well-balanced. The five major components of physical fitness, according to the ACSM, are flexibility, cardiovascular endurance, muscle endurance, muscle strength, and body composition.1
Using these five components of fitness, you can craft a fitness plan that ensures that you reap the most health benefits possible from your fitness routine.
Flexibility
What Is Flexibility?
The first component of fitness is flexibility. Flexibility is the ability of your joints to move through an unrestricted range of motion without discomfort.2 A lack of flexibility may negatively affect the body. For instance:
- Joints, such as hips and knees, that don’t maintain a full range of motion may not get enough blood, nutrients, and joint (synovial) fluid).
- Muscles that are not used become inflexible and tire very quickly, forcing surrounding muscles to work harder. This may lead to injuries.
- Reduced flexibility in one area of the body may lead to stress on other parts of the body.3
Therefore, increasing your flexibility may allow your joints to more easily move through a full range of motion, potentially improving your ability to perform physical activity.
How Can You Improve Your Flexibility?
You can support your flexibility by practicing dynamic stretching exercises, prioritizing a full range of motion, taking time to relax properly, learning proper breathing techniques, and staying hydrated. Begin your workout with a dynamic stretching session, including squats, lunges, push-ups, side lunges, and jumping jacks. Aim for a 20-25 rep range for each movement. End your workout with some longer-duration static stretching exercises to help lengthen muscles that became tight while working out.4
Cardiovascular Endurance
What Is Cardiovascular Endurance?
The second component of fitness is cardiovascular endurance. Also known as aerobic exercise, this is exercise that increases your breathing and your heart rate. Activities include walking, jogging, swimming, jumping rope, and biking. The benefit is that these aerobic fitness activities may help keep your heart, lungs, and circulatory system strong and fit.5
Cardiorespiratory fitness is “the ability of the heart, lungs, and vascular system to deliver oxygen-rich blood to working muscles during sustained physical activity.” Quantified via factors such as gender, age, and genetics, it is considered a reliable indicator of physical activity.6
How Can You Boost Your Cardiovascular Endurance?
Exercise can help support mental and physical well-being. The most effective way to achieve health-related physical fitness is to choose activities that you enjoy. These cardiovascular activities may include walking, swimming, dancing, riding a bike, playing basketball, swimming, and CrossFit. When you practice cardiovascular exercise, your heart rate goes up, which strengthens your heart muscle.7
Biking/Cycling
Studies have shown that bikers who go for regular bike rides experience fewer cardiovascular events than people who don’t go cycling.8 This aerobic exercise is excellent for your heart, brain, and blood vessels. Biking builds muscles all over the body, including the glutes, the quads, and the hamstrings, supporting muscular strength and endurance.9 And it’s a relatively low-impact form of exercise that is easy to add to your weekly workout routine.
Basketball
Playing basketball is a great cardio workout. When you play, your heart rate will increase during the game, leading to increased blood volume and accelerated blood flow. Athletic performance increases as a result of this cardiorespiratory endurance.10
Swimming
Swimming is another sport that may help support cardiovascular endurance. Swimming contributes to heart health and lung health. It also trains the body to use oxygen more efficiently. The outcome is that both resting heart rate and breathing rate often come down.11
Regular swimming works arms, legs, and many other muscle groups, contributing to an increase in muscle strength and flexibility.12
Muscular Endurance
What Is Muscular Endurance?
The third component of fitness is muscular endurance. This refers to “the ability of a muscle or group of muscles to perform repeated contractions against a load for an extended period of time.” It’s this continual muscle contraction that contributes to muscular fitness. Along with flexibility and muscular strength, if muscular endurance isn’t maintained, your musculoskeletal fitness will deteriorate, resulting in a negative effect on your physical health and well-being.13
How Can You Support Muscular Endurance?
You may be able to boost your muscular endurance by doing aerobic exercises. These include cycling, walking, and running.14
Muscular Strength
What Is Muscular Strength?
The fourth component of fitness, muscular strength, is defined as the maximum force a muscle or muscle group can generate at a specific velocity. The benefit to Improving muscular strength is that it may help increase your overall performance across a wide range of sports and activities while decreasing the risk of injury.15
How Can You Improve Your Muscular Strength?
Muscle strength can be improved by doing anaerobic exercises. These include weight training, heavy weight lifting and strength exercises, sprinting, squats, and calisthenics.16 Practicing anaerobic strength training exercises helps your body build a tolerance to lactic acid that causes fatigue. Doing these exercises causes an increase in muscle mass and may improve muscle strength.
Body Composition
Body composition is the final component of health-related physical fitness. The goal of most exercise routines is to improve and maintain proper body composition.
What Is Body Composition?
Measuring body composition is an important indicator of your body’s unique makeup. Knowing this information provides a baseline on what areas you need to work on to improve health and wellness.17
Body composition is the percentage of your body’s weight that is made up of fat tissue. Monitoring body weight alone isn’t enough, because a scale cannot tell the difference between a pound of muscle and a pound of fat. The goal of exercising is to get to a point of improved body composition.18
The human body is composed of four basic elements: water, protein, minerals, and fat. Most body composition models divide the body into fat and fat-free components. By weight, your body is made up of muscles, bones, ligaments, tendons, and internal organs. This “lean body mass” is often referred to as fat-free mass and includes all tissues that are not fat tissue.19
In addition to lean tissue, you also have essential fat and non-essential fat.20 The fat mass consists of all the non-essential fat. The fat-free mass ratio measures the ratio of fat mass to fat-free mass. To remain in optimal health, you want to avoid a fat-free mass value that is too low or a fat mass value that is too high.21
How Do You Test Your Body Composition?
One way to test body composition is by using Body Mass Index (BMI). BMI is measured by dividing weight by height. It has been found to be predictive of certain health situations and for categorizing adults who are overweight.22
Another method is skinfold thickness. This technique measures relative “fatness” across a population.23
Measuring the percent body fat is yet another method for determining body composition. This body fat composition method tells you exactly how much body fat makes up your total body weight. For men, the optimal body fat percentage is about 10-20%, and for women, it’s about 20-30%.24 If you have questions about your specific body fat percentage, talk with your doctor. They can give you your best range based on your sex and age.
How Do You Improve Body Composition?
Studies have shown that resistance training may lead to higher lean weight and lower fat weight.25
Resistance training is also good for bone health. It may contribute to bone development, including an increase in bone mineral density.26
Establish a workout program that includes low-intensity weight-bearing or strength-training workouts. Your routine may incorporate weight lifting, including free weights, weight machines, resistance bands, and your own body weight.
When you are starting out, you can gain the maximum benefit by doing resistance training 2-3x per week. If you want to maximize how much size and strength you gain, it’s helpful to allow 48 hours of rest for each muscle group.27
Always Consider Your Goals
Effective exercise training programs are only as good as your ability to follow them. By setting some individual fitness-related goals early on, you stand a higher chance of achieving your desired level of fitness.
By understanding the five components of fitness, you can start down the road to achieving optimal health benefits from your regular exercise routines.
Learn More:
What Is A Smart Ring Tracker Device? Wearable Technology For Health And Fitness
Exercise Motivation: Learn How To Become and STAY Motivated
Fitness Tips For Beginners On How To Start Exercising
Sources
1 https://www.acsm.org/read-research/books/acsms-health-related-physical-fitness-assessment-manual#:~:text=The%20goal%20of%20this%20Fifth,muscular%20endurance%2C%20flexibility%2C%20and%20cardiorespiratory
2 https://health.ucdavis.edu/sportsmedicine/resources/flexibility_descriprion.html
3 https://health.ucdavis.edu/sportsmedicine/resources/flexibility_descriprion.html
4 https://www.mensjournal.com/health-fitness/7-ways-improve-flexibility/
5 https://www.heart.org/en/healthy-living/fitness/fitness-basics/endurance-exercise-aerobic
6 https://www.sciencedirect.com/topics/nursing-and-health-professions/cardiorespiratory-fitness#:~:text=Cardiovascular%20fitness%E2%80%94also%20known%20as,3. | https://unifyhealthlabs.com/what-are-the-five-components-of-fitness/ |
Last updated: 07.05.2022
Among the hundreds of thousands of plant species found on our planet, there are some that are distinguished by special characteristics. They have the ability to adapt to extremely adverse conditions in which they live and develop special resistance to them. Moreover, some of these plants transfer these abilities to the organisms of the creatures that consume them – animals and humans. These unique plants are called adaptogens. They help us adapt to different situations, they also perform various “repair works” in the system, leading to the restoration of the natural balance. When is it appropriate to use adaptogens? What are the best plant adaptogens and what effects do they have?
Table of contents
- 1 What are adaptogens?
- 2 How do adaptogens work?
- 3 What distinguishes adaptogens? Which plants belong to the group of adaptogens?
- 4 Adaptogens for stress
- 5 Best plant adaptogens
What are adaptogens?
Plants referred to as adaptogens, broadly speaking, increase the body’s resistance to stress. This refers to stress in a very broad sense, not only mental stress (generating a specific emotional state), but also physical stress, in general, to all unfavorable conditions and circumstances with which our body must cope, and which disrupt the natural balance.
Life in constant tension, environmental pollution, excess of duties and work, improper diet, lack of physical activity or too intensive physical activity, noise and smog, and other negative conditions.In a sense, the natural degenerative changes associated with the aging process, are strong stress factors for our bodies.
It is often the case that the body cannot cope with excessive stress and responds with dysfunction of some system or organ. The solution to the issue of restoring balance to the body in a stressful situation may be plant adaptogens, which work both at the cellular, hormonal, organ and systemic level.
How do adaptogens work?
An adaptogen restores the proper balance in the functioning of important systems and organs, thus having a comprehensive effect on the health of the entire body. It normalizes the hormonal and neurotransmitter balance, strengthens the immune system, and protects individual organs, thereby increasing the body’s ability to adapt to adverse conditions that promote disease.
Thus, plant adaptogens do not cure specific diseases, but strengthen the body so that it can independently cope with a potential threat.
Furthermore, plants that exhibit adaptogenic activity exert only as much influence on physiological processes as is necessary, without blocking or interfering with normal bodily functions.
The results of regular use of adaptogens over a long period of time include not only increased endurance, improved immune system functionThe results of regular use of adaptogens over a long period of time include not only increased endurance, improved functioning of the immune system and improved adaptability, but also a number of benefits for the psyche, which everyone will undoubtedly appreciate in everyday life. And these are:
- more efficient brain function,
- faster decision-making,
- better control of our emotions,
- a more balanced mood,
- better mental well-being,
- greater productivity,
- better communication,
- better sleep quality.
The result of systematic intake of adaptogens, especially some, such as cordyceps, ginseng, maca, Chinese citronella, ashwagandha or Rhodiola roseaMoreover, adaptogens have a positive effect on muscle strength, endurance and overall physical performance, as well as the body’s ability to regenerate .
The mechanism of action of adaptogens on our body is the same for all plants in this group; however, depending on the composition of the plant, there are slight differences in their properties. Some are more potent in one area, others in another, but the overriding characteristic of each adaptogen is to stabilize the body.
With active ingredients such as steroid lactones, saponins, phytosterols, phenolic compounds, alkaloids, flavonoids, terpenes, and others, adaptogens have a holistic effect, exerting a positive influence on both the body and the mind. They make it easier to confront any factors that may pose a threat to our bodies. They have a toning and normalizing effect on us, helping us to deal with them more quickly and effectively.
What distinguishes adaptogens? Which plants belong to the group of adaptogens?
To be classified as an adaptogen, a given raw material must exhibit a comprehensive positive effect on the body and be distinguished by several essential characteristics:
- it must be harmless and non-toxic,
- it must be of natural origin,
- it must not be addictive,
- it must not have an over-stimulating effect and must not interfere with or block the body’s natural functions,
- It must ensure non-specific response of the body to stress (have a complex effect, reduce the negative influence of stress on the whole body, reduce the body’s susceptibility to stress factors),
- must normalize the work of the whole organism and work towards restoring homeostasis in it (beneficially affect all systems and organs, catch deficiencies and defects, complement deficits and repair irregularities).
Adaptogens for stress
Adaptogenic substances make themselves known in the struggle with the most varied negative factors: starting with harmful microorganisms, fungi, viruses, and other disease agents, through negative environmental factors (smog, radiation, pollution, noise, allergens, unfavorable climatic and weather conditions), and ending with psychological stress and nervous exhaustion caused by a busy life.
It is in this third case, i.e. in the situation of weakened mental condition, lack of emotional balance and excessive mental stress, that we most often reach for adaptogens.
In this field, they are extremely useful, because they allow us to adapt more easily to any unfavorable external conditions. Among other things, they help us cope better and act more efficiently in nervous and difficult circumstances, e.g. in the case of conflicts, complicated social relations, as well as in situations requiring us to think quickly and flexibly, reflexively, and to make quick decisions, etc. They also provide valuable support in the case of people who are not able to cope with stress. They are also a valuable support for people under pressure (e.g. at work), living in high spirits and carrying out a variety of daily tasks requiring good disposition.
By lowering the level of stress hormone (cortisol), adaptogenic raw materials help us to keep a greater distance from problems, they make us keep our nerves under control all the time, better able to cope with stress.keep our nerves under control, perform tasks better and do not succumb to paralysing negative emotions such as fear, panic, irritability and sadness. Moreover, adaptogens have a relaxing effect and regulate the sleep-wake cycle.
Check: Stress Pills Without Prescription – Ranking
Best plant adaptogens
Ashwagandha (Withania somnifera)
Ashwagandha is a plant native to India, also known as Vitania sluggard. It is rich in extremely important health promoting and adaptogenic substances. Ashwagandha supports the nervous system by reducing the impact of stressful stimuli and promotes emotional balance. It supports cognitive functions and makes our mind work better and more efficiently. It eases tension, improves mood, eliminates depressive disorders and anxiety, and facilitates falling asleep.
Ashwagandha also exhibits numerous health promoting properties. It protects the heart and circulatory system, supports the functioning of the respiratory system, liver, pancreas and kidneys. What’s more, it optimizes hormone balance, contributing to the improvement of thyroid and reproductive system function and alleviating premenstrual and menopausal symptoms. It is also a powerful antioxidant, slowing down the aging process, reducing the risk of cancer, promoting longevity and vitality, and ensuring a youthful appearance for longer.
Chinese Citronella (Shisandra chinensis)
Chinese lemon is a very old plant medicine known for two thousand years, especially useful when the body has to cope with excessive strain, whether caused by illness or increased physical or mental exertion. The herb adds energy, improves psychophysical condition, reduces fatigue and stress. It improves brain function, improves memory and concentration, has an anti-depressive effect.
It hasa beneficial influence on the functioning of heart and circulatory system, regulates metabolism, supports the respiratory system, stimulates cleansing the body from toxins. It strengthens immunity, acts anti-allergic, anti-inflammatory and anti-cancer. It helps normalize blood sugar and cholesterol levels. Moreover, active substances contained in Chinese citronella protect liver cells and support its regeneration.
Rhodiola rosea (Rhodiola rosea)
Rhodiolarosea is a herb that grows in high mountain areas, including the Arctic (hence the name – Arctic root). The harsh environmental conditions resulted in the development of a number of beneficial properties, also for humans.
Rhodiola rosea improves the body’s response to stress factors, thus protecting us from all the negative effects of stress. It suppresses the excessive activity of the nervous system, does not allow negative thoughts to come to the surface, calms internally, helps to maintain distance, prudence, calmness and emotional stability in difficult situations.
By strengthening the body’s natural protective barrier, it speeds up physical and mental regeneration, adds energy to action, improves mood, has a positive effect on mental functions. It also shows strong antioxidant properties, protects cells from damage, reduces the risk of cancer and delays the aging process.
Gotu Kola (Centella asiatica)
Gotu kola, or Asian Centella, is considered a symbol of traditional medicine from India and Ceylon. It contains many valuable components, including numerous pentacyclic triterpene saponins (e.g. madecasoside, asiaticoside, tannucoside, bramoside, centelliic acid), as well as flavonoids, sesquiterpenes, vitamins, magnesium. Thanks to these, it exhibits a number of therapeutic and health-promoting attributes.
Gotu kola primarily supports the nervous system and restores its balance. It alleviates nervous tension, anxiety, restlessness and reduces stress levels. It improves the conduction of impulses between neurons and stimulates the growth process of new brain cells. Improves thought processes and increases the level of concentration on the task at hand. It stimulates the secretion of neurotransmitters such as dopamine and serotonin, increasing mood and the will to act.
Gotu kola also has a positive effect on the functioning of the cardiovascular system and the elasticity of blood vessels and blood supply to tissues. It supports the motor system, strengthens connective tissue by stimulating collagen synthesis. It acts antibacterially and antifungally, accelerates healing of wounds and scars.
Bacopa monnieri
Bacopa monnieri (Bacopa minor), also known as brahmi, is a plant also originating from India, particularly valued in Ayurveda. The unique compounds contained in bacopa – bacosides (belonging to the group of steroid saponins), comprehensively support the body, improve blood supply to the brain, protect nerve cells from degeneration, slow down the aging process and regulate the secretion of important neurotransmitters, supporting mental functions.
Used in the treatment of various diseases, bacopa is particularly desirable in cases of intense mental activity, as it affects such functions as memory, attention and concentration. It is worth noting that bacopa is considered to be one of the most effective herbs for improving the process of absorbing, remembering and reproducing information. The beneficial effect on cognitive functions goes hand in hand with stress reduction and improved mood. Bacopa will also help us get rid of negative emotional states and mood swings. It has a calming and relaxing effect, but without the effect of stupefaction and excessive sleepiness.
Moreover, Bacopa monnieri strengthens the immune system, shows strong antioxidant properties and influences normalization of blood sugar levels.
Ginseng proper (Panax ginseng)
Ginseng is probably the best known plant originating from the Far East. It is considered to be a universal remedy for almost everything, mainly due to its active substances, which are present here in huge quantities (there are about 200 of them). In the first place, ginseng supports the heart and has an anticoagulant effect. It strengthens the immune system, inhibits the harmful effects of free radicals, restores balance in the hormonal balance, lowers cholesterol and sugar levels.
Ginseng has also significant influence on psychophysical condition and sexual health. It stimulates brain work and improves its functions. It fights fatigue and tiredness, provides well-being and high energy levels throughout the day. It improves motor skills, strength, endurance and aids the regeneration of the body. One of the varieties of this plant is Siberian ginseng with very similar adaptogenic properties.
Green tea
Everyone has heard about the benefits of green tea, because of which it is sometimes called the world’s healthiest drink. The nutrients and antioxidants present in green tea influence a number of important vital functions. One substance of particular importance is L-theanine, which, together with caffeine, supports brain function. Thanks to L-theanine, green tea has a calming effect, reduces tension and stress, relaxes and stabilizes the mood. Green tea is also known for its positive role in the metabolism.
maca root
maca root, or peppergrass, is a plant that grows, like other adaptogens, in extreme conditions, namely in the Andes, at an altitude of 3000-4000 meters. Its unusual composition and properties make it one of the so-called superfoods. maca root protects the body from various pathogens and reduces the risk of cancer. It supports the work of major systems and organs, has a significant impact on physical endurance and mental functions – memory, concentration, attention, thinking. Moreover, it regulates sexual functions, increases libido, fights erection problems and improves semen quality.
Eleutherococcus spinosus
It is worth learning more about, especially if you lead an active lifestyle, suffer from severe stress, reduced vitality orpsychophysical exhaustion. It will also be useful in a situation of frequent contact with harmful factors of civilization.
Eleutherococcus shows high antioxidant activity, thanks to which it effectively fights free radicals responsible for the formation of civilization diseases and faster aging of the body. At the same time, the plant guards our well-being and reduces the level of cortisol in the body, minimizing the annoying effects of stress. It also has a positive effect on the body’s efficiency, improves performance and increases exercise potential.
Marshmallow astragalus
Astragalus is a plant extremely rich in biologically active compounds. It is rich in flavonoids, amino acids, coumarin, choline, triterpene saponins (astragalosides), isoflavones, polysaccharides, and bioelements valuable to the nervous system. The numerous active substances contained in astragalus make it not only adaptogenic, but also antioxidant, anti-inflammatory, antibacterial, antiviral and antifungal. It also benefits our nervous system, improves mental abilities, supports the cardiovascular system, liver and digestive system.
Astragalus makes us immune to stressors while strengthening and protecting the body. What is more, it has a slightly stimulating effect. It adds vitality, supports muscles, increases exercise capacity and endurance, so it is highly recommended for people who train.
Shatavari
Shatavari root is a very interesting adaptogen with versatile positive effects on the body. It has a rich tradition in Ayurvedic medicine. It is used, among other things, to strengthen the body, improve immunity, comprehensively rejuvenate and revitalize the body and increase estrogen levels in women, normalize the menstrual cycle and improve fertility. Due to its beneficial effect on hormones, shatavari is also used as a natural remedy to improve thyroid function.
Rich in steroidal saponins, phytoecdysteroids and isoflavones, shatavari root improves the body’s response to stressors and helps maintain inner calm even in very adverse conditions. It regulates mood, reduces negative emotions, soothes nerves and provides a comprehensive improvement in well-being. | https://momenthealth.io/adaptogens/ |
The efficiency with which the cardiovascular system functions to meet the oxygen needs of cells throughout the body, particularly under the increased pressure of intense physical activity or exercise.
The higher a person’s aerobic fitness level, the more air the lungs can take in each breath, the more oxygen that enters the blood, and the more blood the heart can eject with each contraction.
The outcome is that the cardiovascular system can deliver higher concentrations of oxygen to body tissues with less effort, which increases endurance. Aerobic fitness is a key measure of cardiovascular health.
Physical activities that exercise the muscles to a level that increases the heart rate and breathing rate for a sustained time of 15 minutes or longer provide an aerobic workout for the body that strengthens cardiovascular efficiency and improves aerobic fitness.
Consistency is the key to aerobic fitness. Health experts recommend aerobic activity three to four times a week, ideally in sessions that are 30 to 45 minutes long. The higher a person’s aerobic fitness level, the easier it is to sustain aerobic activity for longer periods of time.
See also AEROBIC CAPACITY; AEROBIC EXERCISE; AGING, CARDIOVASCULAR CHANGES THAT OCCUR WITH; CONDITIONING; EXERCISE AND HEALTH; LIFESTYLE AND HEALTH; MUSCLE; PHYSICAL ACTIVITY RECOMMENDATIONS; PHYSICAL EXERCISE AND CARDIOVASCULAR HEALTH; WALKING FOR FITNESS. | https://www.beltina.org/aerobic-fitness-and-cardiovascular-system/ |
Oxygen uptake is the maximal factor that can determine an athlete’s capacity to perform sustained exercise. VO2 max refers to the maximum amount of oxygen that an individual can utilize during intense or maximal exercise.
This parameter reflects the biological potential of the body. Uptake oxygen depends on several factors related to efficient respiratory, circulatory and muscular system functioning. For most people VO2max value ranges between 20 and 85 ml/kg/min. The higher the uptake of oxygen, the more energy during exercise is obtained from efficient oxygen sources.
Anaerobic threshold is a strictly defined load exercise at which anaerobic ATP processes begin to dominate the re-synthesis of ATP, needed to cover the energy requirements of the working body.
Exceeding the exercise intensity (threshold intensity) is associated with a sudden increase in blood lactate, leading to lactic acidosis, resulting in rapid fatigue of the body. The higher the threshold intensity of the exercise, the lower the physiological level of work and possibly longer duration (energy depends on ATP).
The load corresponding to PA is considered to be the most effective in endurance training. This happens because PPA is an effort load, which at its highest ability activates the oxygen in the working muscles (exercise improves metabolism). It also motivates the cardio-respiratory system, which apart from being responsible for muscle metabolism – determines the level of physical capacity.
In Rehasport Clinic we have adopted the direct method for determining oxygen uptake. This method is based on the person performing a continuous 15-20 minute test, based on exercise of increasing intensity until the individual reaches maximum load.
During the continuous procedure, ergospirometer recordes cardiovascular (HR – heart rate) and respiratory parameters (including VO2 – the amount of oxygen absorbed, VCO 2 – the amount of carbon dioxide emitted, Ve – lung minute ventilation). Oxygen uptake is calculated by a computer system, based on the difference in oxygen content between the inhaled and exhaled air, multiplied by minute ventilation of the lungs. | https://www.rehasport.pl/service/vo2max?lang=en |
Many experts consider running to be the closest thing to a miracle drug
Many experts think human bodies are shaped the way they are because we evolved to be extremely effective endurance runners. The shapes of our hips and feet, the length of our legs, our shock-absorbing spinal discs, and our ability to sweat make it possible for us to run mile after mile. So it's perhaps no surprise that running is strongly associated with a number of benefits for our bodies and brains. As a form of cardio exercise that's easily accessible, running is one of the most straightforward ways to get the important benefits of exercise. Since it improves aerobic fitness, running is a great way to help improve cardiovascular health. Plus, it burns calories and can build strength, among other things. There's also a long list of psychological benefits runners gain from their sport. Getting used to running, if you haven't done it in a while or ever, can be brutal. But once your body and mind start to acclimate, running can be blissful, meditative, and provide a sense of freedom. One piece of advice from several experienced runners made a big difference during a race when they said: remember that you're running to have fun. | https://mybestruns.com/Many_experts_consider_running_to_be_the_closest_thing_to.html |
While there are many other methods which I use to maximise my performance, daily cardio forms the most important part of my schedule (this includes using a stepper, jogging, biking, walking etc.). It is widely known that continuous training can allow you to reach new heights as far as your physical and mental performance is concerned. Cardio appears to not be the first choice of training method for many people. This is particularly (and understandably) due to the fact that it is not easy to find time every single day – this requires great discipline.
When I first began to carve out the time for a half an hour cardio session, the aim was not to attempt to make this a daily routine. In the first month I managed to complete a 15 minute workout on the stepper twice a week and measured my pulse to be between 120 and 140bpm. And yet I noticed slight improvements in my condition. These occurred despite being overweight.
Thankfully, back then I informed myself in more detail about cardio training. All of the articles I came across talked about the fact that cardio training four or five times a week can increase brain plasticity, and positively impact the formation of new neurones. Many experts encourage patients to run regularly in order to improve the rate of cell regeneration. In many studies and scientific journals thirty minute training sessions are recommended as a longer cardio session does not seem to make any significant difference, except, for example, that after an hour long run the body requires a longer rest period. Even a fifteen minute training session will have some positive effects, however, naturally a thirty minute session would be more effective.
When I began to successively increase the frequency of my cardio sessions, my condition improved noticeably from week to week. When I used the stepper for thirty minutes early in the morning, I felt refreshed and the quality of my day improved. Even on days when I did not have time in the morning and had to re-schedule my half hour cardio session for the evening, I could sense a noticable difference the next day.
After two more months of almost daily training I made a slight change to my programme and introduced a form of interval training on the stepper. After three minutes I increased the resistance to close to my maximum level before subsequently setting it back to a normal level. When using a low resistance my pulse was between 120 and 150bpm and when using a high one it was between 150 and 190bpm. I sweated more profusely and afterwards always had the feeling of having achieved more. The body becomes accustomed to a higher intensity very quickly and the rest period needed is not that much longer. At the moment I train for three minutes using the highest resistance level on the stepper and switch between rest and higher intensity periods every three minutes. The higher intensity not only improved my condition but also my resilience in many areas of life.
As I gradually increased the intensity and tested my limits in my thirty minute training sessions, I realised that I needed to take a step backwards and start again. At the moment, I complete a HIIT session every Wednesday. My other training sessions include cardio as a form of recovery, whereby I maintain a pulse of around 130bpm. I take two rest days, although on one of these I go swimming with a friend and on Sundays I go for a run. As soon as strength training and any form of intensive training is introduced into the mix, it is worth introducing rest days with some moderate activity. It is important to take tiredness and all other forms of exhaustion seriously. When you feel fit and ready, you will have the best possible training session! Pain and exhaustion should not be simply overcome; instead, it would be far more useful to take a step back when experiencing these feelings. You should listen to and be mindful of your body, and introduce lower intensity, yet regular, training sessions.
Positive Effects of Cardio Training:
1. Increase in Brain Function
Studies have shown that regular cardiovascular training increases hippocampal size. This part of the brain is important for verbal memory and for studying. Cardio training improves memory as well as general brain health.
2. Improves Symptoms of Depression and Your Mood
Training sensitizes the brain’s reaction with regard to serotonin und noradrenaline und works to counter depressive thoughts.
It is said that cardio training provides an alternative to anti-depressants as it improves one’s general wellbeing.
3. Increase in Energy Levels
That physically active people are more resilient and tire less easily is disputed.
Medical experts recommend cardiovascular training as a means of tackling many diverse forms of tiredness.
4. Improve Quality of Sleep and Rest
Cardio training activates processes of regeneration as you sleep which results in higher energy levels the next day.
150 minutes of cardiovascular training per week increases quality of sleep by 65 percent. In order to maintain my stamina during my 30 minute strength training sessions I regularly complete cardio sessions. This has resulted in a further improvement to my sleep quality.
5. Clearer Skin
The increased blood flow has a positive effect on the appearance of the skin as well as skin health in general.
6. The Investment of Your Time Pays Off
Following a training routine improves your sense of self-worth. You reached a goal, achieved something. I personally have noticed that I am more likely to reach my daily and weekly goals. A sense of personal satisfaction is gained and when a day goes by without training, it feels like something is missing. First and foremost, I train in order to improve my productivity and cognitive capacity. Having a training routine is therefore very important. It is sufficient to tap into 70 – 80 percent of one’s performance during cardio training. Reducing the length of the first few training sessions is particularly useful in order to prevent bad muscle soreness and keep recovery times short.
7. Heart Health
As well as the increase in productivity, cardiovascular training improves cardiac output and strengthens the entire cardiovascular system. In the long-term, the heart “learns” to work more economically, which in turn results in a decrease in load on the heart. In addition, it increases the cardiac reserves of the heart and vessels.
8. Improve Respiration
The respiratory organs work more effectively. On top of that, the capacity of the cardiac reserves in the lungs and the bronchial tubes is improved.
9. Improve Metabolism
The generation of energy becomes more effective and the endogenous energy stores grow in size. Alongside the improvements to the plasma lipids, the effectiveness of insulin is improved.
10. Cardio Training Forms an Ideal Compliment to Strength Training
The whole body is involved. In this way inter- and intramuscular coordination is improved as well the general performance of the muscles. The increase in circulation provides the muscles with an optimal level of oxygen and other important nutrients.
11. Pressure on the Joints
Jogging outside in nature is not to be recommended as a starting point for those who are overweight. The stepper or bicycle place less pressure on the joints. Nonetheless, regular, intensive cardio training improves the structure of cartilage, bones, tendons and ligaments. Thus, the body becomes more resilient with time.
12. Maintain and Manage Your Weight
Daily cardio training reduces the chance of gaining weight. When this is combined with strength training, the ideal combination is created for reducing caloric intake. Therefore, cardio can help anyone looking to lose weight. However, weight loss can only be achieved with an optimal diet and possibly also with fasting. This topic will be explored in more detail in further blog articles.
As already stated, cardio training is an ideal way to reduce the risk of a heart attack. Anyone who has already experienced a heart attack should be careful to only raise their pulse to a limited degree. In such a case it is recommendable to do a light walk each day, either on the treadmill or outside. It is also sufficient to exercise for 30 minutes per day. A light training session on the stepper or bike is also an option.
Stepper
I use the stepper a maximum of five times per week, dependant on my training plan. I have had the chance to try out a variety of models and can therefore recommend using, if available, a stepper with elastic components (also known as Vario technology). Steppers such as these are gentle on the joints and allow a natural sequence of movements. This stepper is particularly recommendable for people who are overweight. Anyone who does not have access to a nearby training spot who is thinking about buying a stepper should, if possible, invest a bit more, as their ability to last is dependant on the quality of the equipment.
Jogging
By now I feel much better when I do cardio training, and this is due to the experience that I have gathered. However, jogging forms an exception to this as a result of being overweight. In the coaching app from Helsana there is a plan called “Jogging for beginners”. I plan to use this programme in the coming three months and to share my experiences in this blog. Why would I like to jog? Well, it is a step forward, the intensity is higher than on the stepper, and it is physically and psychologically beneficial to move in the fresh air while surrounded by nature. I also hope to be able to continue to regulate my weight. And so I am even prepared to accept muscle soreness!
In order to put this into practice I will follow the plan from the Helsana Coaching App exactly: | https://frowner.blog/cardio-training-and-its-advantages-from-experience/ |
Editor’s Note: This post was updated on October 16, 2018, for accuracy and comprehensiveness. It was originally published on May 24, 2017.
If you’ve been trying to get in shape recently and you’ve been scouring the Internet for effective workout styles, chances are you’ve stumbled upon something called HIIT, which stands for high-intensity interval training.
Over the years, professional athletes and fitness buffs alike have sworn by this training method.
Whether it’s lowering fat mass or increasing muscle gain, you’re probably wondering if it’s the right workout type that will help you attain your body composition goals as quickly as possible.
Read on below for a closer look of this popular workout style and how you can use it to effectively attain your desired body composition outcomes.
The Lowdown on HIIT
High intensity interval training (HIIT) is based on the premise that short, explosive burst of activities can have a huge, lasting impact on your body composition. In a nutshell, it’s not about how long you’re exercising but rather how intense you’re performing the workouts within a certain period of time.
In a typical HIIT routine, you alternate between intervals of quick, intense bursts of exercise and short, sometimes low intensity, periods of rest. Here’s how the American Council on Exercise (ACE) describes HIIT:
Most endurance workouts, such as walking, running, or stair-climbing —are performed at a moderate intensity, or an exertion level of 5-6 on a scale of 0-10. High-intensity intervals, on the other hand, are done at an exertion level of 7 or higher, and are typically sustained for 30 seconds to 3 minutes, although they can be as short as 8-10 seconds or as long as 5 minutes; the higher the intensity, the shorter the speed interval. Recovery intervals are equal to or longer than the speed intervals.
Running HIIT-style involves intervals of 30 to 60 seconds of running near your peak of ability. You follow this almost breathless (but definitely not winded) running with a comparable cool-down period of walking. For instance, you can do a short sprint upstairs and walk back down four times in a row.
While there’s no specific set of guidelines as to how often you should do HIIT, alternating periods of high-intensity and low-intensity activities at least three times a week as part of your exercise routine is a good rule of thumb to reap its benefits. One study in the European Journal of Endocrinology reported that male subjects following an 8-week HIIT program experienced muscle gain and lost a significant amount of abdominal fat mass, even though the program included no weightlifting.
The great thing about HIIT is you can apply interval training to almost any type of workout — from interval running to doing explosive laps at the pool to your twice-a-week kettlebell routine. This means that you can continuously mix things up in your routine so you won’t get bored and give up on our body composition goals.
HIIT and Its Impact on Body Fat
Let’s look at HIIT’s impact on body fat.
HIIT has been shown to be effective in torching body fat more than other types of exercise. In terms of belly fat, studies found that HIIT workouts help reduce both visceral (fat mass around the organs) and subcutaneous (under the skin) fat.
Another study compared the results between a group of participants who committed to three days a week of high-intensity exercise routine and another group who did five days a week of low-intensity exercise. After sixteen weeks, the researchers discovered that the participants who committed to high-intensity exercise routine for three days a week lost more fat than the group who showed up for low-intensity steady-state exercise.
HIIT’s significant role in reducing fat mass is good news if you’re not seeing consistent results in reducing your body fat percentage (particularly that stubborn belly fat) despite your regular workout routine.
HIIT and Its Impact on Muscle Mass
As for HIIT’s possible role in building lean muscle mass, let’s take a look at the findings of a study published last year in the Journal of Diabetes Research.
The researchers compared the effects of five weeks of high-intensity interval training (HIIT) and moderate-intensity continuous training (MICT) among overweight and obese, young women in terms of cardiorespiratory fitness, body composition, and blood glucose.
Participants in the HIIT group performed 60 repetitions of high-intensity interval exercise — at 8 seconds of cycling at 90% of peak oxygen consumption, and 12-second rest on a cycle ergometer for 20 minutes. Meanwhile, participants in the MICT group performed continuous cycling exercise at 65% of peak oxygen consumption for 40 minutes.
In terms of lean mass changes, the researchers concluded the following:
“..the MICT group experienced significantly decreased total lean mass (TLM) and leg LM. Meanwhile, TLM and leg LM in the HIIT group were unchanged. ”
Based on the study’s findings, here’s what we know so far:
- HIIT may not be the most effective workout routine to build lean muscle mass
- HIIT, however, can help preserve or retain lean muscle mass, while MICT can potentially make you lose lean muscle mass if you’re trying to lose fat mass at the same time
One of the many benefits of HIIT is that it increase the proportion of fast-twitch muscle fibers over slow-twitch muscle fibers.
Why is this important? Fast twitch fibers are a main factor of your strength and speed. They are also very important to train in that if you don’t use them, you lose them, especially as you get older. That being said, you can see how important muscle gain is when you are young, in order to maintain your strength and speed (reflexes) as you age.
While HIIT may not be as effective in increasing muscle mass, it does offer potential benefits to achieve that sculpted look. However, if your main goal is to build muscle mass, bodybuilding or weight training may be your best bet. Here’s an in-depth look between bodybuilding and HIIT to improve body composition. You can note also that both these methods may be used in conjunction to help you to attain your desired body composition.
Additional Benefits of HIIT
Besides helping improve your body composition through fat mass loss, HIIT also provides the following benefits:
- Short yet explosive bursts of exercise may be more effective in boosting your V02 max— a measure of aerobic endurance— than performing the same exercise at a slower pace. This can help you to use oxygen more efficiently and increase exercise performance.
- Incorporating HIIT workouts into your exercise routine is more time-efficient. This study reveals that you get the same cardiovascular effects from traditional endurance training in HIIT in just a couple minutes.
- New research findings published last April concluded that HIIT improves glucose metabolism in muscles and boosts insulin sensitivity among type 2 diabetics.
- HIIT is perceived as a more enjoyable activity than moderate-intensity continuous exercise. This finding suggests that HIIT will likely promote long-term exercise adherence than other workout styles.
- In a 2015 study comparing the afterburn effect, also known as excess post-exercise oxygen consumption or EPOC, HIIT (as well as weight training) reigns supreme over regular cardio up to 21 hours post-workout. The more oxygen your body requires to return to its resting metabolic state, the more calories you burn. This means that HIIT can help you burn more calories even after a day (or almost) you exercised.
Making the Most of Your HIIT Workout
To help you accomplish and maintain body composition success, there are various types of HIIT methods to choose from — from the Tabata protocol to turbulence training. Plus, HIIT can be applied to almost every workout routine or fitness setup out there. You can do CrossFit, engage in bodyweight workouts, or even do HIIT with Pilates.
Regardless of the workout routine or HIIT method you prefer, you can make the most of your HIIT routine by sticking to the following best practices:
- Don’t forget to do some warm-up before you engage in explosive, high-intensity moves.
- Aim for at least three-to-five minute intervals completed at least six times. This interval has been shown to provide long-term sustainable results in a systematic review of studies on HIIT protocols that are most effective.
- Complement your HIIT routine with other workout styles or training programs such as yoga or trail running to keep things interesting.
- Incorporate as many muscle groups as you can. Using more muscle groups will help to burn more calories!
- Use your own body’s cues to gauge exertion level. For example, you’re doing it right if you can say single words in the middle of your HIIT routine but you should not be able to complete whole sentences. So if you still find yourself chatting it up at the gym in between reps and you’re not seeing results, maybe it’s high time to pump up the effort level a few notches.
- Watch what and how much you eat. The best HIIT routine in the world will amount to nothing in the long run if you’re not mindful of your diet and nutritional needs.
- If you have existing health issues, it’s best to consult with your doctor or healthcare professional first before engaging in HIIT.
It’s All About Consistency
To benefit the most from any form of HIIT, build a habit of doing it consistently. Even if you can only spare a few minutes, you can effortlessly incorporate these quick interval workouts to your day.
How about getting off your social media of choice for about half an hour to do HIIT? Perhaps you can do reps with your officemates during lunch hour.
The next time you feel like exercise is a chore or a task that you need to check off your to-do list, introduce HIIT into your workout routine! You might not know it but a quick, fun HIIT sesh may be the missing piece in bidding adieu (finally!) to your current body composition woes.
***
Kyjean Tomboc is a nurse turned freelance healthcare copywriter and UX researcher. After experimenting with going paleo and vegetarian, she realized that it all boils down to eating real food. | https://inbodyusa.com/blogs/inbodyblog/how-to-use-hiit-to-improve-your-body-composition/ |
Fat tissue is composed of three different categories: essential fat, storage fat and non-essential fat
Physical fitness is one of the most important aspects of life. It is the body’s primary source of strength and energy. It is also the spring of good mood, confidence and sense of well-being. It makes up more than one-half of what we need to make us perform our roles in our endeavors of life.
Whether you are at work, at play or just simply spending your time leisurely, you need to be fit. Even if you are trying to rest, you can never relax if you are bothered by a discomfort or achy sensation in any part of your body.
You need to stay fit in order to enjoy the best of yourself. Here are some of the most important elements of fitness that you should know:
1. Cardiovascular Fitness
It refers to the health of your heart, blood, blood vessels, and respiratory system as well as their ability to maintain sufficient supply of oxygen and fuel to give your body the energy it needs.
There are two ways to improve your cardiovascular fitness. One of them is by doing aerobic exercises. This exercise requires oxygen which needs to be sustained for extended periods. Examples of aerobic exercises include jogging, swimming, cycling and other forms of physical activity that raises your heart rate for long periods.
The second method of improving cardiovascular fitness is by doing anaerobic exercises. This type of exercise does not require oxygen and cannot be sustained for periods longer than one and a half minutes.
This exercise requires you to go at a very fast rate and you will not be able to maintain that pace for long. Examples of anaerobic exercises include 200-meter dash and 50-yard swimming exercises.
2. Muscular Endurance
Muscular endurance refers to your body’s ability to perform a certain movement repetitively for a long time. It is one of the first things that you need to develop in order to get used to exercise. Being able to do 50 push-ups or more at one time is a good example of muscular endurance.
3. Muscular Strength
Muscular strength refers to your muscular ability to lift weights at any given time. Muscular endurance and muscular strength are two different things.
Unlike muscular endurance, muscular strength does not require you to perform a physical activity for a long time as it only needs a short amount of time to accomplish.
This aspect of fitness actually requires you to develop the ability to lift weights. But you need to have a strong muscle base in order to obtain muscle strength, and you can do it by doing muscle endurance exercises which help to build strength and muscle mass for you.
4. Flexibility
Flexibility refers to your body’s ability to move its joints smoothly through a complete range of motions. It is one of the most important components of fitness. Everyone needs to have a certain amount of flexibility in order to live a functional, injury-free life.
Flexibility is necessary in almost all of your physical activities. You even need it to perform simple tasks such as tying your shoes or wearing your shirt. Lack of flexibility can restrict your movement.
You can improve your flexibility by performing static exercises everyday. You can do it by moving your muscles to their stretching point and holding on to that stretched position for a designated amount of time.
5. Body Composition
Body composition refers to the ratio of fat to muscle, bone, and other tissues that make up your body. It is often expressed as the ratio of lean mass to fatty mass.
Lean tissues includes muscle, bone, skin, internal organs and body water while fatty tissues is composed of essential fat, storage fat and non-essential fat.
A good body composition is necessary because it can help a person develop self confidence, a sense of well-being and a good self-image. | https://www.energize.com/5-important-elements-of-fitness/ |
Summer’s around the corner, so it’s time to step the workouts up, but when you want to reach a low level of body fat that you’re comfortable with, what’s the first thing you tend to do? Cardio, cardio, and more cardio. The idea, then, is to put in hours and hours of work on treadmills, ellipticals, and bikes, right? That, conventional wisdom says, is how you’ll get the fat off.
Now, there’s a lot of truth to this but there’s also a lot of setbacks and misguided information out there. So, before you get your playlist ready to spend endless hours on the treadmill lets cover all the reasons that this idea isn’t the best one we can employ.
The Fall:
When you perform conventional cardio for long periods of time, it’s been found to deteriorate muscle tissue( I’m sure you’re wondering how?) the body is pretty smart, while doing long bouts of cardio the energy stored ( from carbs) will be depleted, so now the body has to tap Into your protein synthesis ( muscle mass) to create more fuel for your workout thus burning said muscle mass.
Random person in the back of the class:
Why isn’t the body taping into body fat for energy ?
Simple, if you’re doing steady state cardio your heart rate is now pretty close to normal, and your not doing enough to effect your fat cells.
That’s bad, obviously, but things get even worse. A recent study in The American Journal of Physiology found that steady-state cardio decreases the ability of muscles to absorb glucose after training. When all of this happens, you’ll burn the same amount of muscle as you do fat. Your body will burn some calories during this kind of workout, but it will pretty much stop burning calories right after you finish. It is also very time-consuming, as you will need to do this type of cardio for 30–45 minutes in order for it to be effective.
All isn’t lost, though. It’s very possible to avoid all of this by doing things in a different way.
*prompts class to turn to chapter 3*
THE RISE:
The “right” brand of cardio for fat loss is High Intensity Interval Training (HIIT). This consists, in practice, of a set of bursts of balls-out, massive-output cardio work followed by timed rest periods. Now, I’ve invented many wheels but this isn’t one of them. HIITs been around for years, but it’s resurgence in this “everything-old-is-new-again” era makes it worthy of today’s post. It’s a simple concept, and since we know a lot more about how to program it—in terms of volume, intensity, and duration—it’s a perfect solution for anyone looking to drop fat. Working out this way is a lot more difficult at first, as you are exerting yourself 100% for a short amount of time, instead of 50–70% for a long time. However, it is much more effective in burning fat, increasing metabolism and increasing your body’s cardiovascular fitness.
Two easy-to-remember and very effective examples of HIIT training is interval cardio. You can use an elliptical or bike in the beginning – start by selecting a time ratio of 30 seconds on and 1 min off. This basically means you will go full out “balls( or uterus) to the wall” for 30 seconds and then rest with a light pedal for 1 min, try repeating this for a total of 30 min. The other form is a workout called tabata exercise. You can choose essentially any workout movement—burpees, sit-ups, push-ups, pull-ups, sprints, squats, whatever. One example of is this is: You perform the movement for 20 seconds and then rest for 10 seconds, repeating this cycle for eight rounds. You will get worn out very quickly, get your heart rate up and burn lots of fat with this kind of exercise. Try doing it for 20min straight to go along with your cardio workout. I promise you “ no white T-shirts in the pool this summer “.
Lastly, Strength training is a crucial supplement to your cardio workout because it not only burns fat and builds muscle, but it also increases your metabolism after your workout so your body will continue to burn calories for hours afterward, instead of minutes, like it will with LISS cardio(low impact steady state). It also decreases your chances of having joint problems, osteoporosis, heart disease and even diabetes.
To conclude, cardio is definitely an important aspect of your workout. Just remember that for it to be effective, you must keep it varied, try it at high intensity intervals and mix in some strength training. Now hit the gym! | https://www.quantumleapfitness.com/single-post/2016/03/15/Why-Too-Much-Cardio-Is-Bad-For-You |
Record management is a systematic process that allows people to keep records for future use in a project. As a result, project record management must be carefully monitored and retained. This is because it outlines the details that are relevant to the project.
Table of contents
What Is Meant By Record Management?
No matter how you format your records, records management (RM) is the process of keeping track of them and managing them. In the field of records management, records are created, received, maintained, used, and disposed of. A record is a document that documents a business transaction in this context.
Why Is Project Record Keeping Important?
Documentation in a project helps you remember every minute detail about your project, such as your mission and vision, goals and objectives, processes to be used, final products or services to be delivered, resources to be collected, and technical assistance required.
What Is The Purpose Of Records Management?
Records management is a function of an organization’s broader function of governance, risk management, and compliance, and is primarily concerned with managing the evidence of an organization’s activities and reducing or mitigating the risk associated with them.
What Is The Process Of Record Management?
Records management involves identifying records, classifying records, and storing records, as well as coordinating access to internal and external information. In addition to policies and practices, the process may also include enforcement of those policies and practices as well as policies and practices regarding how records are created and approved.
What Is A Project Documentation Management?
A project document management (“doc-man”) is defined as the methods and practices used to create, distribute, and store various types of project documentation. Collaboration and consensus can be promoted through a structured document review and approval process. Document retrieval and accessibility are facilitated by this document.
What Are The 8 Steps To Create An Effective Records Management Program?
What Are The Types Of Records Management?
What Is Record In Record Management?
Records are documents or content that organizations must keep as evidence for important transactions, activities, or business decisions in order to comply with regulations, maintain compliance, and govern. Records are only a subset of documents that an organization needs to preserve as evidence.
What Is Record Management In Business?
Regardless of the format, records management is the process you can use to ensure that information is created, maintained, received, and disposed of in a controlled manner. Basically, it refers to how a company manages its valuable information from creation to disposal as it goes through its lifecycle.
What Is Records Management And Why Is It Important?
In the end, Records Management ensures that institutional records of vital historical, fiscal, and legal value are identified and preserved, and that non-essential records are disposed of in a timely manner according to established guidelines and laws.
What Is The Main Purpose Of Record Keeping?
In their role, they provide reliable evidence and information about, ‘who, what, when, and why’ a particular event occurred. It is possible that the requirement to keep certain records is clearly defined by law, regulation, or professional practice in some cases.
What Is Project Record Keeping?
Records are documents or electronic storage of data in an organization that act as evidence or guidelines. A project record management process allows people to store records for future use. This document describes the details of the project in detail.
What Are The Benefits Of Effective Record Keeping?
Why Is Project Management Documentation Important?
Project management training should include a thorough understanding of project documentation. Documentation serves two essential functions: to verify that project requirements are met and to establish traceability of what has been done, who has done it, and when it has been done. | https://www.kyinbridges.com/what-is-project-record-management/ |
Backing-up and restoring Active Directory can be a painful task, and it's not easy to know where to start. This goal of this article is to provide a brief overview of the Active Directory backup and restoration process.
Active Directory plays an important role in authenticating users and computers to your Windows Server environment. Additionally, AD enforces a number of security procedures such as prompting administrators about important software updates. Since AD is the foundation of your Windows Server environment, it is crucial that you are able to backup and restore your system in a fast, efficient, and reliable manner.
What is the best method for backing up and restoring your AD environment?
Windows Server includes a backup tool that caters for a number of different approaches. While AD imposes the "normal" backup type by default, there are also copy, incremental, differential and daily backup options available. AD is not a simple directory of files and folders, but a collection of interrelated data objects that are specific to the Active Directory server.
For example, the "system state" is comprised of boot files, system registry files, the Component Object Model (COM) database, system volume (SYSVOL) data, and incorporates group policy and various scripts. Later versions of Windows Server allow you to backup entire volumes of data, as well as a full server backup, including the system-state files mentioned above.
There are several types of AD restoration. A full restoration is used to restore the system (domain controller) from a full server backup. Alternatively, you can perform a system-state backup which can be used to restore AD from an earlier system state. There are other restoration options such as nonauthoritative or authoritative. A nonauthoritative restoration is where the restored domain controller automatically synchronizes itself with the other domain controllers on the network.
An authoritative restoration, on the other hand, is where the restored domain controller is recognised to the be the authoritative DC, with the most up-to-date version of the system-state. Therefore, instead of synchronising itself with the other DCs, it will replicate the system-state to all other DCs on the network.
The restoration process typically requires restarting the server in Directory Service Restore Mode. Doing so will put the server into safe mode. When in safe mode, you will be required to select the type of restoration you require. Here you can choose the correct backup version, and select whether it is an authoritative or nonauthoritative restoration. The restoration tools available to you will depend on your version of Windows Server, and the problem that lead to the restoration. As such, it is important that you carefully review the options presented to you in order to ensure that the restoration goes smoothly.
Later versions of Windows also provide an Active Directory Recycle Bin (ADRB), which allows you to quickly restore deleted data without the need for a full restore.
What other options are available to assist with the restoration process?
There are commercial solutions available that allow admins to rollback and restore changes to Active Directory. For example, LepideAuditor provides a solution which allows you to quickly identify specific changes, including details about who, what, where and when those changed were made. Once you have identified the "offending" change, you can roll-back to a system state before those changes were made. All object attributes and properties will be restored exactly as they were. | https://askme4tech.com/planning-active-directory-backup-and-restoration |
4 min read
Document Control V/s Document Management: What is the Difference?
By Peter Cutler on Mon, Nov 01, 2021 @ 11:32 AM
Topics: Document Control
Document control and document management are not the same, but there is always confusion between both concepts. And document management is often used for any task that includes documents. Whereas each of these two concepts has different purposes and characteristics. This blog will help you understand each of them and decide which is more useful for you.
In any company, there is a lot of information to handle, and having well-structured data is vital. If the quality of data is poor, employees will waste their time and productivity will be surely affected.
Often a company starts managing its documents using file-sharing solutions such as Dropbox or Google drive, these are cheap, but the emphasis is more on the storage. They offer very basic version control.
Then the company moves to a higher level by using document management tools.
What is Document Management?
It is a system in which documents can be safely stored, indexed, accessed, archived, version-controlled, or deleted.
This system generates a sharing environment, so several users can access and modify documents. It also allows them to scan documents and convert them to computer files to manage electronically.
Document management has become a crucial part of modern-day businesses. Because every business care about digitizing their paper documents and having a centralized system for future documents. And document handling systems has made document management easier.
Document systems started as a way of scanning documents into microfiche so that they could be stored and indexed, and easily retrieved. Today it is a system that covers electronic management of information and tends to become a Content Management from a web page point of view, and Knowledge Management in terms of unstructured data.
Therefore, document management is the management of many documents that are mostly short-lived such as emails, letters, contracts, and scanned documents.
An example of a document management system is SharePoint. It is now common that SharePoint to become the synonym of document management. It is a system that allows you to share a document by saving it to a document management server. So, document management provides lists of documents stored on a server with no more than version control.
What Are the Benefits of Document Management?
Document management systems have become the best alternative to traditional manual paperwork. With more companies adopting document management systems the usage of papers has drastically been reduced.
- Centralized storage: All documents are stored in one place which makes the process of storing documents effortless and efficient.
- Control and regulation: with all documents centralized in one place, the administrator will have control of document flows in and out which will enforce the order.
- Security and privacy: with digitalization comes the risk of being hacked. By implementing security mode, companies can secure documents and they can also install privacy settings to hide certain documents from some users.
- Compliance: using contract management software will make it easier to enforce compliance in document management systems. This will eliminate errors and contain any leaks.
- Time and effort-saving documents uploaded on the cloud can be easily found anytime, anywhere by anyone who has access.
- Archiving: document management systems allow users to archive digitally and retrieve documents easily in pristine conditions.
- Disaster management: The backup system saves all documents efficiently to the cloud that can be recovered in case of a clash.
On the other hand, many companies adopted SharePoint or any other system and then let it go. So, what are the disadvantages of document management systems?
- Security: If security controls are not updated regularly hackers will find holes in the system. Any minor lax in security will cost the company to a great extent.
- Loss of data: if documents are not backed up regularly there is a risk of data loss.
Then comes document control as a higher level of the document handling process.
What is Document Control?
A document control system supports the management of files in compliance with regulations and quality management systems for documentation such as FDA, ISO, EudraLex, and others.
It refers to the security and credibility aspects of maintaining your documents. It refers to processes that involve keeping tabs on the current and previous versions of your documents. This involves maintaining document security, document version control, reviewing documents, developing, and maintaining an approval process, and regulating document submission.
This helps maintain a record of data usage, which documents have been used in the past, and who has access to it. So, a controlled document will be secured since you have a record of the initial copy and all the changes that occurred, and by who they were made.
To ensure that everything is kept simplified, you need to make sure that only the latest versions of a document are accessible. Out-dated versions will be archived to keep records as well as a paper trail that can be audited. This audit trail offers a useful tool that allows all parties to access document information quickly and easily, which makes it an essential Document Control protocol.
Document control is essential for businesses of all shapes and sizes for various reasons, it’s not as difficult as it sounds, thanks to document handling systems.
Why do you Need a Document Control System?
If you’re researching document control systems for a highly regulated industry, there’s a strong chance that compliance is a primary concern.
- Strong access control: document control systems introduce strong compliant identity and access management practices to ensure the right people have access to the right documents at the right time.
- Improved compliance: The right document control system simplifies the compliance process with regulatory requirements of document management. Poor document control systems are causes of warning letters from the FDA.
- Transparency of information: Document control systems protect documents from being exposed to the wrong parties, they also provide easy access when needed to authorized parties to any document they need to retrieve.
- Global collaboration: Cloud-based software of document system collaboration can enable real-time global collaboration between a distributed workforce with simple access from desktop computers or mobile devices.
- Disaster recovery: Cloud-based methods can offer distributed storage of documents off-site to ensure your organization can quickly recover from threats to data security.
All organizations can benefit from document control systems. If your organization needs an FDA-compliant solution for managing documentation, identifying a vendor whose software fully complies with CFR 21 Part 11 is crucial like Intellect.
What’s Next?
Now that you've learned about the difference between document management and document control, learn about “The 7 Benefits of Intellect’s Document Control that Made Digital.com Listed as One of the Best in The Market". | https://www.intellect.com/blog/softwaresolutions/blog/document-control-v/s-document-management-what-is-the-difference |
Our mission at COS is to make science more reproducible and dependable. Our strategy to achieve that mission is to make the research process more transparent so that those who follow can understand and then build upon your discovery. One reason why transparency into the research process increases reproducibility is the simple clarity that comes from documenting important materials that are all too often lost. Preserved data, code, and methods allow for others to stand on your shoulders and to push knowledge into new areas.
However, the other method by which transparency increases reproducibility is by bringing clarity not to objects, but to decisions. The decisions that we make when analyzing a data set, and the timing of those decisions, affect the ability to make an inference from the results.
One common example of the need for this transparency comes from undisclosed flexibility in data analysis. Any sufficiently large dataset has many possible ways to measure the relationship between a predictor and an outcome. A great demonstration of the dangers of unreported flexibility comes from Simmons, Nelson, and Simonsohn’s “False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant.” In it they make an assertion from data they collected on real research participants that “people were nearly a year-and-a-half younger after listening to “When I’m Sixty-Four” (adjusted M = 20.1 years) rather than to “Kalimba” (adjusted M = 21.5 years), F(1, 17) = 4.92, p = .040.” What they later go on to demonstrate is that they collected many other variables and repeatedly tested for significance until one of many tests performed came back surprisingly significant. If you want to play around with a large data set to see how different combinations of variables can lead to different and surprising results, play with this excellent tool from 538.com.
Besides unreported flexibility in data analysis, using a dataset to influence how a hypothesis will be tested can also invalidate the ability to make any meaningful inference from your research. In this situation, the precise hypothesis one tests is subtly altered by the incoming data. Known as “hypothesizing after results are known,” (HARKing, Kerr, 1998) any such assertion becomes mired in circular reasoning. A trend seen in a sample is confirmed by that same sample and then the hypothesis suggested by the data cannot be used to make more general inferences to another population.
However, even knowing that these data-led decisions affect the credibility of our results, few of us can clearly recall when the individual decisions were made as we worked through a tough problem. Even if our memories were perfect, the context of the decisions will be lost to future scholars if they are not documented. Of course, our memories are not perfect and we are each faced with motivated reasoning and hindsight bias that cloud our ability to distinguish data-led exploration from the precise tests specified a-priori.
Preregistration documents the process. Preregistration keeps you honest to yourself, and as the Richard Feynman reminds us, the person who is easiest to trick is you.
When creating a preregistration, you create a time-stamped documentation of your ideas as they exist at that time. Including an analysis plan ensures that your ideas are precisely and accurately documented. Creating that document makes clear when future decisions are made, it does not prevent you from making or implementing them.
The most frequent concern I hear about preregistration is that it will stifle exploration; that data-led analyses are how we push knowledge into new areas. I agree that exploration is critical. Preregistration simply creates the line in the sand where confirmation and exploration meet. Crossing that line is a signal to you and to your peers that you are in new, unexpected areas. Perhaps the effect you are measuring only occurs on certain days; if so, that explanation deserves to be put the the test.
If preregistration were to be widely implemented prior to any data collection effort, the result would be a more functional marketplace of ideas. As any economist will tell you, a properly functioning marketplace requires transparency so that the individual players can accurately value the items in that marketplace. The ideas in the marketplace of science are the results of hypothesis testing, confirmatory analyses or the results of hypothesis generating, exploratory analyses. Though they both have value, their values are not equal. Right now, no one can accurately judge the value of most ideas in the published literature. Not the reader, not the peer reviewers, and not even the original author.
In On Liberty, John Stuart Mill laid out the rationale for allowing the marketplace of ideas to exist (though I do not think that term was yet in use). His rationale for fostering a truly free and open debate of ideas and counterarguments is threefold: 1) it allows for false ideas to be countered, 2) it allows for true ideas to be strengthened through the exercise of argument, and, most important of all, 3) it allows for the partially-true concepts to be improved. This rationale lays out why no idea should be stifled, except through counterargument. Our vision for open science mirrors this rationale: ideas must be debated, transparency into the process of science allows that to happen.
Preregistration allows the argument to have meaning. With the status quo, the credibility of most new ideas is hard to judge: are the reported assertions the result of confirmatory hypothesis tests or are they the result of data exploration, deserving of more study? We envision a future where scholarly communication is more than just the advertisement at the end of the study--it's a place where ideas can be freely tested, and the work can be used by the community to advance knowledge.If you want to be part of that future, start your preregistration now.
Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant. Psychological Science, 22(11), 1359–1366. https://doi.org/10.1177/0956797611417632
Center for Open Science
210 Ridge McIntire Road
Suite 500
Charlottesville, VA 22903-5083
Email: [email protected]
COS has consistently earned a Guidestar rating of Platinum for its financial transparency, the highest rating available. You can see our profile on Guidestar here.
We invite all of our sponsors, partners, and members of the community to learn more about how our organization operates, our impact, our financial performance, and our nonprofit status.
Unless otherwise noted, this site is licensed under a Creative Commons Attribution 4.0 International License.
All images and logos are licensed under Creative Commons Attribution-NoDerivatives 4.0 International License. | https://www.cos.io/blog/open-science-and-marketplace-ideas |
Using methods and technologies of business process management (BPM) for the laboratory automation has important benefits (i.e., the agility of high-level automation processes, rapid interdisciplinary prototyping and implementation of laboratory tasks and procedures, and efficient real-time process documentation). A principal goal of the model-driven development is the improved transparency of processes and the alignment of process diagrams and technical code. First experiences of using the business process model and notation (BPMN) show that easy-to-read graphical process models can achieve and provide standardization of laboratory workflows. The model-based development allows one to change processes quickly and an easy adaption to changing requirements. The process models are able to host work procedures and their scheduling in compliance with predefined guidelines and policies. Finally, the process-controlled documentation of complex workflow results addresses modern laboratory needs of quality assurance. BPMN 2.0 as an automation language to control every kind of activity or subprocess is directed to complete workflows in end-to-end relationships. BPMN is applicable as a system-independent and cross-disciplinary graphical language to document all methods in laboratories (i.e., screening procedures or analytical processes). That means, with the BPM standard, a communication method of sharing process knowledge of laboratories is also available.
Keywords: BPMN; end-to-end workflow; laboratory automation; model-based application development; systems integration.
© 2014 Society for Laboratory Automation and Screening. | https://pubmed.ncbi.nlm.nih.gov/25246440/ |
Engagement principles guide the conduct of the IESO, market participants, stakeholders, communities, customers and the general public towards an efficient and effective process. Initiatives require different forums for engagement and all are posted the IESO website. The IESO uses the perspectives brought forward in these forums to inform its decision making.
Engagement principles guide the conduct of both the IESO and the public to help ensure the engagement is conducted with integrity towards an efficient and effective process. The public, for these purposes, refers to market participants, stakeholders, communities, First Nations and Metis Peoples, customers and the general public.
The IESO uses the perspectives brought forward to inform its decision-making. Responsibility for decisions rests with the IESO. Regional planning engagements will also adhere to the recommendations set out in the 2013 Planning & Siting Report. The IESO will use these principles to ensure inclusiveness, sincerity, respect and fairness in its engagements, striving to build trusting relationships as a result.
The IESO, often through discussions with the public, will identify opportunities, changes and issues and their potential impacts. The engagement process will accommodate a range of approaches to reflect the nature and importance of the initiative and the expected level of participation. The IESO will involve others early as opportunities are identified and will document a process to achieve the desired goal of the engagement.
Efforts will be made to assess the interest level and impacts for each initiative or decision-making process and will encourage effective representation of the public in each engagement, especially those groups that have a tendency to remain silent or reluctant to engage. Where practical, a variety of engagement methods will be offered to provide flexibility to participate.
The IESO will facilitate a process that provides relevant, accurate and timely information needed for meaningful participation and that provides adequate time for review and consideration. The IESO will make best efforts to provide information as early as possible and will present it in a manner that can be readily understood. Two-way dialogue will be encouraged throughout an engagement.
Openness and transparency will be assured throughout the process in a way that allows for inclusive participation of all affected. The IESO will plan each engagement initiative, set objectives and timelines, track and document the process and report on progress. On occasions when the IESO has a position on a particular initiative it will openly share those perspectives while remaining open to feedback. Through each initiative, the IESO will remain open to consider input that can influence recommendations and decisions. The IESO will ensure that it communicates how advice, input and feedback is being used.
The IESO, as facilitator, will provide a forum that encourages a diversity of views to be presented and will respect and understand those views through meaningful, respectful dialogue that incorporates listening and honesty.
The IESO will communicate decisions, the rationale for the decision and how input was taken into account in the decision. Input received will be communicated to decision makers prior to decisions being made. The IESO will also work with those impacted when implementing changes.
The IESO will survey those who have been involved in engagements at least one time per year to test its adherence to these Principles and to determine satisfaction with the process. | http://www.ieso.ca/en/Sector-Participants/Engagement-Initiatives/Overview/Engagement-Principles |
Activity 1: Build a genuine, collaborative policy team.
Introduction
Since policymakers are busy people, designating an individual to manage and facilitate the planning process is crucial to the team’s success. Local coordinators may at times (or always) assume responsibility for facilitation and other team support responsibilities, or they may designate and/or work with others who will take on these roles.
The regular recording of meetings ensures that policy teams are as productive as possible and is the responsibility of the team staff support person (or designee). Meeting records capture essential information and remind team members what happened during a meeting, including the decisions made. Records will serve to update absent team members of the work conducted during a missed meeting, and ensure that all team members are clear about their individual assignments and the team’s next steps.
Purpose
To provide local coordinators with information and resources about how to create useful meeting records.
Participants
This document has been developed for local coordinators. Local coordinators may decide to share this information with others (e.g., a designated meeting recorder) as appropriate.
Instructions
The following are instructions for taking useful meeting minutes:1
- Record the date and time of the meeting, its purpose, attendees, and the meeting lead or chair name.
- Take notes however you feel comfortable (laptop, pen and paper, etc.).
- In your notes, provide space for filling in information during the meeting; label one section “Decisions Made” and one “Action Items.” Complete these sections as they come up during the meeting.
- Begin the record by stating the goals of the meeting. This will help frame the record.
- Do not take notes verbatim (there is no need for a transcript!); instead, provide an overview of the discussion items. Highlight the purpose of each discussion item and the salient points raised. Include decisions made and assignments (action items). For each action item that you list, record who is responsible for taking the next step and by when.
- Ask clarifying questions as needed throughout the meeting.
- After the meeting, type up (or clean up) your notes. Refer to the meeting record template in the Appendix. Make sure to
- attach, or include, a copy of the meeting goals and agenda;
- add page numbers to the document;
- write in the same tense throughout;
- remove individuals’ names from discussion points;
- add names and dates to action items;
- note at the end of the record the next meeting date(s); and
- place reference documents in an appendix or attach them to the record.
- Distribute the meeting notes as a draft document to the team. Ask team members to review the notes for accuracy and to provide any corrections to the record. Once the team approves the record, note it as a final document and circulate it again.
Tips
The following are tips for taking meeting minutes:
- Don’t worry about keeping minutes in chronological order; sometimes discussions don’t happen that way. After the meeting, you may have to reorganize some information to make the record easier to read.
- Use few adjectives and adverbs, and avoid personal observations; try to stay as objective and factual as possible.
- Break up discussions or agenda items within the meeting record for ease of review. Headings and subheadings can be a helpful way to organize a record, and the use of introductory sentences such as “Next, the team discussed its vision for its work” can help organize the flow. Underneath each heading or subheading, list bullet points that outline what was discussed and decided.
1 SMART Technologies, 2004. | http://starterkit.ebdmoneless.org/starter-kit/1o-creating-useful-meeting-records/ |
GD4’s goal has been, and continues to be, to offer each customer quality deliverables.
The primary deliverables we provide are simply answers; results of electrical testing and various processes delivered to you in a formal and impartial report.
Each report identifies all findings of the material through its processing, total counts at each process step, associated visual examples, and engineering notes pertinent to the processes performed.
We achieve our goal of quality by working to maintain transparency and an open line of communication through the entire process starting at the time of initial quoting.
While quoting, we work with our customers to identify their specific needs. If the customer knows the specifics of which services they want performed, we ensure the capabilities and the means to complete are available in-house and then assure the customer.
A document is then created, accordingly. If inconsistencies exist of the ability to perform a customer’s request, a dialogue is engaged with them to discuss the issues and come to a mutually agreed upon course of action.
Processes & Specifics
All parameters for material being processed including any related standards being utilized and adhered to are clearly listed and outlined on our quotes. This ensures our customers are well aware of the specific processes and procedures we intend to perform in advance.
Commitment to Quality
With our commitment to complete transparency upfront, our customers are rest assured and fully aware of the status of their material through the entire process.
They can make informed decisions regarding their devices and processing at all times.
GD4 Test Services further maintains its commitment to quality by strictly adhering to our hard-earned industry certifications.
These certifications ensure all internal processes and documentations are evaluated on a regular basis in accordance with all industry management standards.
GD4 also commits that the handling of all customer material processed in our facilities adheres to the ANSI / ESD S20.20 standard. This eliminates the risk of any ESD damage to ESD-sensitive components.
Most importantly, we provide our customers with evidential documentation throughout their supply chain as we process their material. | https://www.gd4test.com/our-goal/ |
The research presented here is connected to direct experience on a restoration site and has produced critical considerations that are useful for a first approach in developing operative guidelines. Every construction site is a complex system where many competences enter into contact. Therefore the archive of all the interventions on the construction site can receive a very useful basis for storing and managing the complexity of the building morphology, for representing its characteristics and for monitoring the evolution of degradation and damages during the restoration. Therefore the 3D model will be a basis for the documentation of the whole process of restoration in all its phases: from first findings to the restored final output. The innovative aspect of this study is the mapping of degradation and of structural damage on a three-dimensional model rather than of on a two-dimensional one, as in the traditional procedure. In traditional procedures the presence of curved and complex surfaces determine substantial deformation of the images represented on a horizontal surface. The 3D procedure was implemented and verified on a case study to report every phase of the construction site activities and to store all the information collected in the various stages of restoration. The 3D model has also been arranged in order to simulate and display different scenarios and possibilities of intervention, and it can be used as a decisional support. The complex system of the 3D model with the connected databases is an excellent support for structural analysis of large restoration sites, allowing a simplified view for issues of deformation, as well as for monitoring and adjusting the lighting and acoustic status of the building. The system was developed and tested on the restoration site of a baroque church and the results obtained have been processed for a detailed critical review. The metadata that accompanies each point of the structure can be conveniently organized for future off-line retrieval and elaboration if a structured language is set up which is capable of quantitative description of the architectural heritage status and of its modifications.
The model system was built by adding all the information collected in the various restoration stages, in other to return a full overview of the whole restoration process at the end of the process. Thus, the system isa sort of three-dimensional database that gathers together any information required. This model system could in addition display different scenarios and possibilities of intervention, and thus be used as a decisional support. Another plausible use could be to verify the stability and safety of buildings in reference to structural survey, dislocations, movements and deformations. These general considerations have been tested on the restoration site of Chiesa di San Giovanni Decollato della Confraternita della Misericordia (the Church St. John Beheaded of the Brotherhood of Mercy), a baroque building in Turin, Italy.
The first stage of the project was the mapping of degradation handmade performed by restorers. The second stage was the transfer of the mapping of degradation to a three-dimensional model. These stages were necessary to obtain a detailed metric quantification of the interventions planned and to refer these interventions to the structural frame of the building, where the curved surfaces must be taken into account. The third stage was the organization of the future operative actions.
Architectonical and urban context of the Church of the Brotherhood of Mercy in Turin
With the previous considerations it is possible to compare some different methods of mapping and assess their cost-effectiveness
The methods compared are:
Laser Scanning Technology: Controlled steering of laser beams followed by a distance measurement at every pointing direction used to rapidly capture shapes of objects, buildings and landscapes.
Eidotype: Quoted topographic sketch obtained by an euristic immediate observation and used as a basis for a further more precise drawing.
Polyline: In computer graphics, a continuous line composed of one or more line segments, specified by their endpoints.
Total Station: A modern theodolite equipped with integrated electro-optical distance measuring devices, generally infrared based, allowing the measurement in one go of complete three-dimensional vectors used for free station position surveying.
GIS Model: A data (mathematical) model in Geographic Information Systems that represent physical objects or surfaces as numerical data.
Architectural Survey: The system of knowledge and activities aimed to draw the structure and the shape of a building, in both plane and three-dimensional form.
Baroque Architecture: The building style of the Baroque era, begun in late 16th-century Italy, grown in the Counter-Reformation milieu and characterized by a massive use of curved surfaces. | https://www.igi-global.com/chapter/model-3d-in-service-of-preservation-restoration-structural-analyses-of-the-architectural-heritage/165634 |
What is a Disaster Recovery plan?
A disaster recovery (DR) plan is simply a document that can be used as a guide to restore systems and services, in a secure state, in the event of a disaster or other unwanted event. It is typically broken up into several parts, with roles and responsibilities defined within the document.
What comprises a DR plan?
There are numerous methods of executing a DR program, and in my experiences I have found the NIST 800-34 standard as a guiding framework because it is easy to understand, and is recognized by many organizations I work with for compliance, effectiveness, and reporting purposes. The DR plan, as defined in the NIST standard, consists of three phases:
Activation Notification Phase
The Activation Notification phase takes place after an outage occurs that may extend beyond the accepted parameters. For example, an outage may occur that is expected to take the business offline for 8 hours, such as a cut internet cable. If the business requirements mandate that an organization cannot be down for more than 4 hours, then this becomes a situation where the Activation Notification phase would be activated to assess the outage, impact, and report to executive management for a decision to recover operations. Communications to impacted users also begins at this phase
Recovery Phase
The recovery phase is the period of time in which systems and people are brought back online, often times in a temporary facility or location. Communications between IT and users occurs extensively during this phase, as people and systems are restored to an operational state. Restoration priorities is an area that must be well defined during the planning phase, and updated on a regular basis. The business impact analysis, which should be performed during the planning phase, will help define the restoration priority. The plans and procedures for systems recovery is critical at this junction, because it will drive what needs to be restored, and what order, due to application dependencies.
Reconstitution Phase
The reconstitution phase is the period of time where operations are returned to a steady-state, system data and functionality is verified as normal, and cleanup actions occur. Backups are often implemented at this stage, as well as deactivation of any assets used for recovery actions. The last, and one of the most important pieces, is the documentation of the lessons learned. The last component is the compilation of input from team members on their observations, and updating of all documentation to reflect the current operating state and lessons learned.
tony d0t carothers --gmail(c) SANS Internet Storm Center. https://isc.sans.edu Creative Commons Attribution-Noncommercial 3.0 United States License.
-----------
Guy Bruneau IPSS Inc.
Twitter: GuyBruneau
gbruneau at isc dot sans dot edu
InfoSec Billionaire Launches Another Security Startup
Forbes
Shlomo Kramer seems underappreciated. He's helped found a string of publicly-traded information security companies with a total market capitalization of $31.4 billion. And this does not include the value of the companies he has started and sold to ... | https://newsinfosec.com/archive/infosec.01-Nov-2015.html |
Proper data management is crucial for maintaining scientific rigor and research integrity. Learn about best practices for scientific data management.
Data Management
Data management is the process of validating, organizing, protecting, maintaining, and processing scientific data to ensure the accessibility, reliability, and quality of the data for its users.
Proper data management helps maintain scientific rigor and research integrity. Keeping good track of data and associated documentation lets researchers and collaborators use data consistently and accurately. Carefully storing and documenting data also allows more people to use the data in the future, potentially leading to more discoveries beyond the initial research.
NIH emphasizes the importance of good data management practices and encourages data management to be reflective of practices within specific research communities.
Refer to Writing a Data Management & Sharing Plan for what aspects to address in a DMS plan.
FAIR Principles
NIH encourages data management and sharing practices to be consistent with the FAIR (Findable, Accessible, Interoperable, and Reusable) data principles.
These principles make it easier for computers to process and analyze datasets, which is important when reusing or repurposing datasets for secondary research.
To learn more, visit the GO FAIR initiative or read The NIH Strategic Plan for Data Science.
Length of Time to Maintain Data
Per Section 8.4.2 of the NIH Grants Policy Statement, grantee institutions are required to keep the data for 3 years following closeout of a grant or contract agreement. Contracts may specify different time periods. Please note that the grantee institution may have additional policies and procedures regarding the custody, distribution, and required retention period for data produced under research awards.
Metadata and Other Associated Documentation
Metadata and other documentation associated with a dataset allow users to understand how the data were collected and how to interpret the data. Importantly, this ensures that others can use the dataset and prevents misuse, misinterpretation, and confusion.
The exact metadata or other associated documentation will vary by scientific area, study design, the type of data collected, and characteristics of the dataset.
Here are examples of metadata or other information that may be included with research data:
- Methodology and procedures used to collect the data
- Data labels
- Definitions of variables
- Any other information necessary to reproduce and understand the data
Naming Conventions
Within a project team, agreement on naming conventions for multiple objects or files—or multiple versions of files—could be useful before embarking on a project that generates large amounts of data that need names or unique identifiers.
Common Data Elements
Common data elements (CDEs) are pieces of data common to multiple datasets across different studies. NIH encourages researchers to use CDEs, which helps improve accuracy, consistency, and interoperability among datasets within various areas of health and disease research. For more information, check out this National Library of medicine article about CDEs. NIH also maintains a repository of NIH CDEs.
Data Storage Format
There are many storage formats for different types and sizes of datasets. For instance, small and simple datasets can be managed in a spreadsheet program. More complicated or larger datasets may need to be managed in a database. Remember that some types of data storage incur costs, which may be part of the project budget. See Budgeting for Data Management & Sharing for details.
Data Security
Maintaining multiple copies of data can help protect against unforeseen events. Similarly, version control can help maintain the integrity of data. For those storing data in a repository, see Selecting a Data Repository for guidance on selecting an appropriate repository. | https://sharing.nih.gov/data-management-and-sharing-policy/data-management |
As entrepreneur organisations grow in size, it is often very difficult for the founders (who are often owners) of the business to ensure every part of the firm is giving them the right level of returns and aligned with the right set of objectives.
Increasingly more so, there is a need to rely on professional managers specifically and employees in general to carry out their tasks in line with the founders’ expectations.
Thus there is no choice but to institute the appropriate level of governance with the simple purpose of ensuring the firm and its management are aligned with the founder and owners’ strategic objectives; that the firm has the right people; and that the firm is giving the right level of returns for the investments made.
However, there is also a need to ensure that governance does not handicap the firm’s dynamic entrepreneur spirit; or worse still result in paralysis.
To address this, there are three vital elements: (1) clarity and maturity of roles of the parties in the governance process; (2) transparency of decisions and information flows to enable self-management and fewer suffocating processes; and (3) human capital emphasis and alignment of purpose, values and goals – which is rigorously implemented from point of people attraction & recruitment, right up to development & leadership successions.
Let me expand a bit on each.
Roles and responsibilities in governance
It is primarily important to clarify the roles of the governors of the business (directors) who need only focus on strategy & capital use, human capital, and performance & outcomes.
This should be distinct from the managers of the business who have the freedom to do whatever that is needed within the boundaries set by the governors. Ultimately the managers are accountable for fulfilling the organisational purpose, values, strategy as well as the business performance, outcomes and returns.
For this to work effectively, the governors need to divorce themselves from operational decisions, sentiments and apply objective judgment on key strategic matters. The management should be given the freedom to execute operational decisions, and ultimately be held accountable to achieve the objectives set by the governors.
Keeping the roles of governors separate from the managements ensures that there are checks and balances, and thus enhances the governors’ ability to hold management accountable for the results of the business.
Transparency of decisions & information for self management
In order to avoid layers and extensive need for processes, the most effective form of governance is transparency of information and decision. With a high level of transparency, decisions can be open to review by a wider group of people and thus ensure sufficient rigour in the decision making process. The level of transparency ensures that softer issues such as integrity and moral issues are considered and thus creates a more ethical enterprise. This avoids the need to establish committees upon committees and several decision making layers.
To further assist in the self management (and thus reduced bureaucratic infrastructure): information transparency particularly with regards to performance, data for analysis ensures that the firm’s employees are provided with all the relevant information to form their own analysis and thus carry out decisions. Once those decisions are made, the transparency of the outcomes ensure that there will be checks and balances which will keep the persons accountable for those decisions “honest” in driving the right results. Thus, this avoids the need to have several performance review committees and meetings used to hold management and decision makers accountable for results.
Transparency of decisions and information ensures a more efficient way of driving the right decisions and accountability for performance.
Alignment of employees to purpose and values
Last but not least, an uncompromising emphasis on organisational purpose and values is vital to ensure that the two forgoing aspects of governance are doubly effective.
Be very clear that these are not complex rules that limits freedom and is difficult to understand and cascade through the organisation. Organisational purpose and values are a set of concepts that provide employees with “true north” and guidance for their daily actions. It is important that the firm constantly emphasises purpose and values throughout and at the same time involve employees in dialogues on these matters to develop greater buy-in and clarity without creating too many rules.
By having clear and uncompromising set of purpose and values, the organisation can there for ensure stakeholders act in the right manner in relation to their roles in governance, and how they use information and decision making transparency.
To implement this, it is necessary to have the methods to assess and communicate these values and purpose at the point of recruitment and throughout the employees’ life cycle within the firm. It is important to internalise these concepts and ideas within the firm through staff reviews – but be careful not to use it for the purpose of rewards, but use it as a recruitment, development and a tool for career progression. | https://thefazz.com/blog/tag/transparency/ |
Coral restoration projects have been around for decades and have recently made a resurgence around the world, even more recently in the GBR. A critical component of these projects is to understand the species composition in each location. To support coral reef resilience, knowing what species biodiversity is present is key to successful, localised, restoration projects.
Marine Discoveries works with AIMS’s methodology (to ensure data continuity) to assess coral composition which allows us to provide critical data and inform restoration projects and ensures that the data can be used by all researchers to strengthen our overall knowledge of the reef.
Diversity is the core of any high functioning reef and climate change is affecting this. If there is a high level of diversity on a reef, then there is also a high level of all other marine life. | https://www.marinediscoveries.com.au/research-programs/coral-index-project |
As a teacher, you have to really want change. You have to really believe in mindfulness to be successful in the implementation. What is mindfulness? I explain it like this: Mindfulness is an acute awareness of the here and now. It’s being aware of yourself, your surroundings, your feelings, your senses and of those around you. It’s the awareness of how you are feeling and how you can make yourself feel better or to silently celebrate these good feelings and pass them on to others in kind and gentle ways. As teachers, we deal with enormous stress. It is such a busy, all-consuming job. Embracing mindfulness starts with you. SO many teachers I know are burnt out or on the road to being burnt out. Why? Well, only they would know their personal situation but a lot of it has to deal with the class that you have, the busy nature of your personal life, and all the little things that teachers have to deal with day after day.
I believe many people live their life on auto-pilot. How can you change that? By stopping and reflecting. By carving out ME time. By slowing down. By asking yourself, “Do I really need to get that done right now?” “Why am I teaching that?” “Is there a more effective way to teach that where I can facilitate the learning and not be directly teaching all the time?” Once you have changed your mindset, you will be amazed at the engagement of the students. Students feel your stress.
I got to thinking about how I could come in and “do” mindfulness with a class for a couple of sessions and have teachers carry on. I needed something tangible and not philosophical so that teachers could implement the program right away. I decided to create an Interactive Mindful Notebook.
This notebook is suitable for 1st-5th grade.
By the end, we hope that they will see things like “I am kind” as one of the best things about themselves.
Once students have become aware of their own feelings, habits, and more, we can turn to others’ feelings. For younger students, maybe the people who help in your school may be a great place to start. You can turn it to people in your family, your friends, or whatever is appropriate for your grade level.
There are three different varieties of pictures for the section on Growing My Character for different age levels. If you need a poster set to help you to teach (in kid friendly language) what these character traits mean, you may like this poster set that I created.
***
Shelley has been teaching for over 20 years. She has a passion for literacy instruction and for social learning skills. Shelley wanted to be a teacher since she was in 2nd grade and she strives to make learning fun and engaging so that kids love learning, too. You can find The Write Stuff on Teachers Pay Teachers, Pinterest, Instagram, and Facebook. | https://blog.teacherspayteachers.com/interactive-mindful-notebooks-for-the-classroom/ |
The physics of maintaining a proper weight is a simple process. One simply balances their food intake for the day with their activity to burn the calories consumed. The problem arises when our mind enters the equation, developing an unhealthy relationship with food. That is why the countless diets and gimmicks in the enormous weight loss industry tend to fail over the long run – they fail to address the only long run solution to our problem, our mind.
Solution is in the Mind
Only by bringing our attention to the process where we make the decisions on how much to eat at any given moment can we inspect this relationship with food. We then learn to make the decision to be in proper balance at all times, which is actually very comfortable.
The mindfulness based weight loss program is designed to target this natural long-term solution. We form a community, discover the principles of mindfulness and healthy dietary habits and work together to implement them in our lives. The program includes a periodic meal together with group discussions. | https://www.scarsdaleaikido.com/mindful-weight-loss-program.html |
Resiliency For First RespondersTools for navigating occupational stress and trauma
Paul Stern and Trish Johnson, of Manitou Center, along with mental health counselor Erica Thibodeaux, and police investigator, Anne Scharmach were awarded a $10,000 grant from Winona Community Foundation to support a pilot program offering resilience and mindfulness training to first responders. Police, fire, dispatch, ambulance, and emergency room employees can be trained to develop skills to manage the daily occupational stress and trauma injuries that occur in these professions.
Scharmach, Johnson, and Thibodeaux began meeting in February 2019 to discuss the possibility of a pilot program and to learn about programs already being offered to first responders in other parts of the country. In a short time, Stern joined the group and they began building and growing relationships with department leaders at Winona Police and Fire Departments, Winona County Sheriff’s Department, Goodview Police Department, and Winona Health Emergency and Urgent Care. The grant was awarded soon after.
“First responders face some of the most challenging and unavoidable occupational stressors of our time. There are various programs happening all over the country. Massachusetts, Oregon, Washington, and even next door in Wisconsin, to address the occupational risks that first responders uniquely face,” explains Erica Thibodeaux, a mental health counselor who is trained to teach Mindfulness-Based Stress Reduction (MBSR). She went on to explain, “We know that mindfulness reduces stress, and we know that first responders have occupational stress. It just makes sense.”
Cultural competency has been a priority throughout the planning of the program. While Johnson, Stern, and Thibodeaux have long histories teaching resilience and mindfulness to diverse groups, Scharmach is the one with 20 years experience as a first responder. With this in mind, the group formed an advisory committee comprised of individuals from the organizations they are hoping to serve. “The advisory council provides professional and culturally specific information and feedback” explains Scharmach, a police investigator who is also a certified yoga instructor.
Thad Pool, Winona Police Sergeant and advisory council member for the pilot program, explains “As law enforcement, we must implement measures and practices to equip ourselves, to protect our health, and overcome adversity we face in our personal and professional lives.” Thad goes on to explain, “a training such as this will expose attendees to tools and methods to address the negative impact of stress and improve our mental and physical health so that we can better serve our community.”
Additional advisory council members include: Joel Corcoran, Assistant Fire Chief, Beth Poulin, Director of Emergency and Urgent Care Services at Winona Health, and Andy Teska, Operations Director at Winona Area Ambulance Service.
Scharmach, Johnson, Thibodeaux, and Stern spent two days consulting with Richard Goerling, a retired police lieutenant and creator of Mindful Badge Initiative, an organization that teaches mindfulness-based resilience to police. “Richard helped us clarify how to use the knowledge and experience that we have in teaching mindfulness and resilience with other demographics, to develop a training specifically addressing the occupational stress injury and needs of first responders,” Johnson explains. “Growing these skills of awareness and resilience supports the overall health and wellbeing of first responders, their families and the community at large”.
Goerling emphasizes that training in mindfulness provides first responders with skillful actions that optimize their health, individual performance, organizational performance, and community engagement. Providing first responders with resiliency through mindfulness skills training positively impacts their awareness (being), decision-making (thinking), and response and sense-making (doing) on and off duty.
The Winona pilot program hopes to equip first responders with skillful action to optimize their human performance as they navigate occupational stress and trauma. The trainers intend that the participants will walk away with increased cognitive performance, more humanity and compassion, and a greater awareness of themselves and their impact on the community, their colleagues and their friends and family.
Scharmach, Thibodeaux, Stern and Johnson will serve as trainers for two different training cohorts beginning in January and February 2020.
Find Us
686 W. 5th St., Winona, Minnesota
(507) 961-5665 | [email protected]
Get in Touch with Us
Ask us questions. Share ideas. Send us a message.
Set up a time to meet with us. Tell us your story. | https://www.dharmariver.org/manitou-center/resiliency-for-first-responders/ |
Whether you’re kickstarting a new implementation or reigniting an existing program for the new school year, we want to make sure that you have what you need to get off on the right foot. We’ve assembled our top resources to help you set up things for the new school year, explore all of the features your program has to offer, and learn best practices from successful implementations.
Get bright ideas delivered to your inbox.
S
Taxonomy term
Mar 19, 2021
4 Things to Do Right Now to Get the Most Out of Study Island for State Test Preparation
State tests are right around the corner, so most likely, preparation in your classroom, campus, or district is well underway. Even if you have a well-thought-out test-prep plan in place, here are a few tips to implement right now to step up your test-preparation efforts with Study Island.
Mar 17, 2021
[High-Stakes Testing] Using Classroom Culture, Test-Taking Skills, and Mindfulness to Overcome Test Season Stress
To help you calm fraying nerves and ensure students are successful on high-stakes exams, we’ve put together our favorite tips on cultivating a productive classroom environment, teaching effective test-taking strategies, and leveraging mindfulness as your test-prep secret weapon. | https://blog.edmentum.com/tags/test-preparation |
Learn to minister to families across generations with Campbellsville University’s online Bachelor of Science in Marriage and Family Ministry. In the program, students develop a keen awareness of marriage and family issues so they can address spiritual, physical and emotional needs, along with a practical skill set that will help them work effectively with couples and families to promote resilience and support through a Christian perspective. Students graduate with an understanding of how to implement mindfulness practices and self-care strategies to better serve communities and individuals.
Transfer up to 72 credits into the program and benefit from small class sizes and expert faculty who follow a servant leadership model. Learners gain real-world experience by completing 150 hours of supervised internship work and graduate in as few as two years. Campbellsville graduates are prepared to work in local churches, Christian care facilities or in the mission field.
% Online100% Online
School Accreditation & Licensing
Campbellsville University is accredited by: | https://www.geteducated.com/online-schools/campbellsville-university/bs-in-marriage-family-ministry/ |
This spring I participated in the 5th annual A Mindful Society Conference, which brings together people from all sectors of society who are interested in bringing mindfulness meditation “off the cushion” and into the world. There were 500 delegates attended workshops and plenary talks on topics ranging from mental health, education, digital wellness, mindfulness in the workplace, quantum physics, etc. The theme of this conference was BE ACT BELONG, encouraging participants to reflect on the importance of present moment awareness, taking skillful action, and belonging to a whole community outside of oneself as a way of creating a compassionate society that can facilitate the change we need for the earth to survive.
The past four years since the inauguration of a Mindful Society I held back from participating in the conference as I felt the need to prioritize any extra time I had outside of my family life and therapy practice for personal meditation practice and extended retreats. As a mindfulness teacher for mental health, my own practice serves as the foundation for keeping it real. This year I decided to participate as a way of connecting with others who have made a point of bringing their personal practice out into the world to the benefit of others, and with populations one might not expect to set foot into a meditation hall.
Over twenty years ago when I was first introduced to meditation through Zen Buddhism, I participated in a program through the Buddhist Peace Fellowship called the Buddhist Alliance for Social Engagement (BASE) program where I had my first experience working in social work, helping homeless families in San Francisco. For 6 months a group of us volunteered in the community while we made a committed effort as a group to have a daily meditation practice and meet weekly for reflections on what it meant to BE with the people we worked with in their suffering, ACT in ways that were skillful and engaged, and learn to foster a sense of BELONGing, either with the population we help, knowing that we are not separate, and with the community of people who share in the same practice of engaged mindfulness.
My offering for the conference was to share my experience of teaching mindfulness for mental health through the creation and offering of the MTER (Mindfulness Training for Emotional Resilience) program with the hope of inspiring others in the mental health field to use the free resources teach the self-regulation model of mindfulness to people who are lacking access to mental health services. The participants who attended came with a wide range of professional backgrounds and personal interest in mental health and mindfulness.
The main take away from the Mindful Society was to remind myself that the point of an inner, contemplative practice, whether it be through mindfulness meditation or psychotherapy, is to know that we are not separate, isolated beings, even if our minds and life experience condition us to feel that way. The truth is that we do belong to a greater whole and getting off the cushion (or therapist’s chair) helps serve as a reminder of the greater web of people who are doing this work in unique, creative and meaningful ways.
Leave a Reply.
|
|
Author
Rachael Frankford, MSW, RSW is a clinical social worker in private practice. This blog is to share musings on mental health and about the intersection of mindfulness, neuroscience, and psychotherapy. | https://www.rachaelfrankford.com/rachaelfrankfordblog/reflections-on-a-mindful-society-conference-be-act-belong |
What Supports Do Elementary Principals Need In Order to Implement Teacher Evaluation?
(2014)
Both nationally and at the state level, educational reform is focusing on the improvement of classroom instruction. Recently, Washington State enacted the Teacher/Principal Evaluation Pilot (TPEP) to define evaluation ...
SCHOOL DISTRICT LEADERSHIP: A PARTNERSHIP BETWEEN CENTRAL OFFICE AND SCHOOL LEADERSHIP
(2017)
School reform efforts and accountability movements have shifted the responsibilities of central office leadership toward teaching and learning (Johnson & Chrispeels, 2010; Leithwood & Jantzi, 2012). Those responsibilities ...
Mindful Teacher Collaboration: Strategies to address the call for school reform
(2015)
Over the past two decades public schools have faced an unrelenting demand for reform. In response to this call for change, researchers have identified two strategies that hold great promise – organizational mindfulness and ...
QUALITATIVE STUDY OF HIGH SCHOOL TITLE IX ISSUES IN SOUTHWEST WASHINGTON SCHOOL DISTRICTS
(2013)
"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial ...
UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE
(2017)
Riverside University (a pseudonym), like many universities, has not significantly increased the number of women who graduate with bachelor’s degrees in engineering. The purpose of the study is to understand how the ...
The Principal Evaluation Process: Principals' Learning as a Result of the Evaluation Process
(2015)
With a new level of importance being placed on the evaluation of principals, this study specifically examines the process used to evaluate principals. Data were analyzed to determine if the principal evaluation process ...
Faculty Attitudes toward Assessment
(2015)
Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are ...
Tackling New Initiatives: How One Central Office Supports Principals In Their Efforts to Implement New Teacher Evaluation Criteria
(2014)
School district central offices have increasingly been identified as important actors in the implementation of new education policy initiatives. This qualitative case study focuses on the ways in which the central office ...
THE NEXT GENERATION SCIENCE STANDARDS: UNDERSTANDING HIGH SCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTATION.
(2016)
The purpose of this qualitative interview study was to explore the challenges faced by Washington State high school science teachers in regard to implementing the Next Generation Science Standards (NGSS) in their classrooms. ...
Rural School Teacher Leadership: A Qualitative Case Study
(2016)
The purpose of this qualitative case study is to examine rural high school teacher leader perceptions of roles, characteristics, and skills as well as identifying the various motivations these teacher leaders have for ... | https://research.wsulibs.wsu.edu:8443/xmlui/handle/2376/2778/discover?rpp=10&etal=0&group_by=none&page=7&filtertype_0=subject&filter_relational_operator_0=equals&filter_0=Educational+leadership |
We had a great workshop on how to introduce mindfulness at your school on Saturday, May 30 at OISE. Our five expert panelists discussed the issue facing teachers who are trying to introduce mindfulness to their schools.
Ronit Jinich, Advisor, Educational Programs and Senior Facilitator at Mindfulness Without Borders and on the faculty at the Applied Mindfulness Meditation Certificate Program at U of T’s Factor Iwentash School of Social Science led off with the observation, drawn from many years of teaching mindfulness to students, that children have an unerring sense of authenticity. It is essential to teach from your own experience: start where you are and teach what you know. She went on to remind the audience that patience could well be the most important quality, both in developing a practice and in spreading mindfulness to others.
Elli Weisbaum, co-founder of Partners in Mindfulness and also on the faculty at the Applied Mindfulness Meditation Certificate Program at U of T’s Factor Iwentash School of Social Science was in total agreement on the starting point for any discussion of mindfulness. She urged teachers to share their own experiences with their fellow teachers and administrators when trying to introduce a program at their schools rather than relying solely on research and scientific evidence. She urged listeners to not underestimate the experiential power of mindfulness. It is never wasting time to spend part of a presentation in a short meditation: in fact that is often the most effective fashion to demonstrate the tremendous impact mindfulness can have.
Karen Davis from Mindfulness Everyday and a former Vice-Principal who introduced MindUp to her school and school board, spoke from personal experience when she pointed out that an outsider may well have an easier time introducing a new program than someone already on staff. She recommended being precise and selective when advocating for a mindfulness program. Don’t overload the audience but it is useful to discuss the specific benefits practice can provide such as helping students with ADD, mental health issues, self-regulation and anxiety.
Marjorie James, a school social worker at the TDSB and trainer in Learning to Breathe, a mindfulness program for middle and high school students, said because of the enormous upsurge in interest in mindfulness, it may not be necessary to sell the idea to your school. Instead when launching a program, teachers should focus on building widespread support to ensure the program will succeed. Before establishing a mindfulness program, it is vital to ask how will it carry on when the teachers who launch it are no longer at the school? Is there enough teacher buy-in and institutional support?
Heidi Bornstein has been working to bring mindfulness to high schools for five years now, including her own Mindful Edge program and the smartEducation program for teachers. What those years have proved is the necessity of targeting training at the teachers. While Boards are more excited about programs that target the children, asking teachers without a personal practice to teach mindfulness is like expecting someone to teach Spanish from a Spanish phrasebook. Teachers must develop their own practice first. Only then will they be able to decide how to bring it into their classroom. The key is to show teachers how mindfulness can be useful for them both personally and professionally and to help them develop and sustain their own practice.
The discussion following the panel’s presentation was lively and informative and included some inspiring first-hand accounts of the impact of mindfulness on individual students and the classroom at large.
Audio Recording:
To listen to an audio recording of the panel presentation and discussion: click here
The afternoon also included a presentation of DM’s new Fact Sheets, which are excellent resources you can use to help introduce mindfulness to others at your school, as well as updates on mindfulness in education in Ontario.
October 18, 2014
Meditate – Educate – Celebrate!
It was one year ago, October, 2013, when Discover Mindfulness (DM) was launched with its first public meeting. About 80 people gathered at OISE to form a community, make plans, support each other, and enjoy a workshop on how 3 mindfulness programs were brought to schools in Ontario.
Since then our community has grown to over 450 people, the province has made Well-Being a top priority in education, and mindfulness programs are spreading throughout Ontario and the world.
The Oct 18 meeting included:
- Meditation – instead of the usual few minutes at the start of the meeting, we had a full blown meditation session, featuring 2 guided meditations (body scan and loving kindness) and a “circle of joy” mindful stretch in between.
- Paying attention to inattention – mental health expert Peter Chaban discussed the relationship between attention and school performance. He touched on the cognitive mechanisms and related behaviours associated with attention, based on the Paying Attention to Inattention course he co-teaches at the University of Toronto’s Applied Mindfulness Meditation program.
- Self care – helpful strategies and ways to take care of yourself
- Mindfulness at the York Region DSB
- DM update and feedback
- Celebration of our One Year Anniversary
- Click here to download slides of Paying Attention to Inattention
- Click here to download slides of Self Care, York Region DSB and DM Update
We are working include the recording of the presentations. Right now the file is too big, so we need to convert it somehow.
WHEN:
Saturday, October 18, 2014
2:00 – 5:00 pm
WHERE:
Ontario Institute for Studies in Education (OISE)
University of Toronto
252 Bloor Street West (map)
(and broadcast Online)
May 3, 2014, OISE, Toronto
WORKSHOP: Doing it Right – Considerations for Bringing Mindfulness to Your School
Thanks to everyone who joined us for the meeting, both at OISE and online. Together about 70 people attended.
This was our last big meeting before summer, and summer is a great time to take some mindfulness training. But before you go ahead, please make sure you’re choosing the right program for your needs, and have a good idea of what’s important to implement it well.
As noted by Jon Kabat-Zinn, mindfulness in schools can be profoundly valuable, but if it’s not done in the right way it would be a travesty. We couldn’t agree more. At this early stage of bringing mindfulness to schools, the world is watching. Let’s all do what we can to give the world something to smile about!
The meeting included:
- the impact of Ontario’s new Education Vision, released April 7 – Click here to download
- Doing it Right – Considerations for Bringing Mindfulness to Your School – Click here to download
- Summer mindfulness training – Click here to download
- DM’s organizational vision for the next year – Click here to download
If you have any questions or comments, please contact us.
March 1, 2014
Experience Student Mindfulness Programs
Thanks to everyone who joined us for meeting. We had about 60 people at OISE and another 15 or so online.
Meeting highlights:
- We had 3 breakout groups featuring elementary, high school and post-secondary mindfulness programs:
- elementary – MindUP and Modern Mindfulness
- high school – Learning to Breathe and Mindfulness Without Borders
- post-secondary – York’s Healthy Student Initiative and contemplativeeducation.ca
- Click here for details of what happened at each of these sessions
- We presented on Ontario’s School-Based Mental Health initiative – This initiative can be the key to bringing mindfulness to your school. People were quite enthusiastic to contact their school board’s mental health leader and talk to them about including mindfulness. Click here for the presentation. More on the Mental Health initiative is on our Resources & Links page.
- DM’s Human Systems Engagement Project (based on Theory U) – As part of her Masters program, April McLellan will use the latest in human systems thinking to help Discover Mindfulness be more effective in engaging volunteers to further our mission. 11 people volunteered to be part of the project team, and to meet at least 3 times over the next 3 months. Click here for the presentation.
- Ontario’s new Education Strategy
- DM submission made November 27, stressing need for cognitive, social and emotional skills. See our Ontario’s new Education Strategy page for the latest info.
- Discover Mindfulness Update
- Over the last few months, DM’s focus has been strategic networking & information gathering, our mapping project (the School Finder now shows 33 schools with mindfulness programs and 16 with champions), our program guide, and building our organizational capacity
- We need committee and project team Chairs. Their role is not to do all the work, but rather to ensure that regular meetings are held and to chair those meetings. Two Chairs came forward – Heidi Bornstein will chair the Program Committee (responsible for our program guide) and Ann Martens will chair the Post-Secondary Committee. We are looking for chairs for the following committees: Outreach, Advocacy (including Mental Health Leaders), Organizational Development, Events, High School, Elementary, Mapping and Communication & Research.
October 26, 2013
How 3 Student Mindfulness Programs were Brought to Schools
On October 26 we had our first event. It was attended by about 80 very enthusiastic people – mostly educators but also many non-educators who want to see mindfulness brought into schools.
Meeting highlights:
- Two meditations, one to help us arrive and settle in, and one after the break to help us envision a world where mindfulness is taught in every grade of every school.
- An overview of Discover Mindfulness (DM) and what it will do, including a demonstration of its School Finder. Click here to download the presentation.
- Presentations describing how 3 different mindfulness programs were brought into schools in Ontario, their successes, challenges and outcomes:
- MindUP at the Trillium Lakelands District School Board (DSB). Click here to download the presentation.
- Mindful Edge and SMART at RH King High School in Scarborough. Click here to download the presentation.
- Mindfulness Without Borders at the Toronto Catholic DSB.
- Click here to link to video: Students Share their Voices in the Mindfulness Ambassador Council
- Click here for the powerpoint that reviews recent research on the Mindfulness Ambassador Council. – a 12-week intervention for high school youth.
- Breakout groups to brainstorm and give us feedback on:
- how to develop the organization
- our mapping project (School Finder + Champions)
- how to present and research the various mindfulness programs for education
- how to communicate effectively
- advocacy – in particular regarding the Ministry’s of Education’s consultation on its new Education Strategy. This is a wonderful opportunity to ensure Social and Emotional Learning and a holistic view of education are made top priorities. The deadline for submissions is November 15. DM will be making a submission, and we ask that you do too, and that you spread the word. Click here for more info.
- teacher education – in particular bringing mindfulness training into the new 2 year teacher training
- post-secondary education
- high schools
- K-8 schools
- We formed several committees. (If you’re interested in joining one, please contact us)
- Developing the Organization
- Mapping Project
- Advocacy
- Post-Secondary
- High Schools
- We raised enough money to build out our website (including refining and expanding our functionality and improving the graphics), create presentations and other materials, and fund online meetings.
Family Mind-FUN-Ness on Family Day
Monday, February 15
Where: The Centre for Mindfulness Studies, 180 Sudbury Street, Toronto
When: Family Day morning, Monday, February 15, 2016, 10 am – 1 pm
Does your family need fun ways to de-stress, re-lax and re-energize this winter? Are you looking for something fun and affordable to do together on Family Day? To fight the winter blues? Do you feel the need to be part of a community of like-minded people who want to integrate mind-body wellness into daily life?
Then Family Mind-Fun-Ness on Family Day may be just the thing for you!
Come join us for a fun adventure into mindfulness, togetherness and sharing.
We will begin with guided meditation for the adults (and kids can join in, or do some colouring),
then we’ll move into fun games, visualization, movement, imagination-adventures and songs designed for the children (parents can join in, or just watch and learn), followed by a discussion and finally we will talk and share at our salad potluck! We would love to have you!
Led by Marni Levitt B.A. (Hons.), OCT, RYT; Arts & Wellness Educator, Animator, Speaker; founder of Move-N-Music.
Cost: $10 + bring food item for potluck – all proceeds to Discover Mindfulness
For: parents and kids ages 5 – 12
Email Marni to RSVP: click here
The event will be in the Carmena Room at The Centre for Mindfulness Studies. Click here for directions.
Event Poster: click here to download. Click here for 4-per-page poster. | http://discovermindfulness.ca/discover-mindfulness-events/dm-event-archive/ |
The primary reason for the failure of diversity programs in the U.S. is the lack of any program at all. This is particularly true for small and midsize businesses (SMBs). Aside from non-existent, the 1960s approaches used by many companies do not work. These include reactionary training, show-off events and remedial training that aims more to prevent lawsuits than to promote diversity or inclusion.
There are still other reasons for the failure of diversity initiatives. These include lack of executive buy-in, the appointment of unprepared diversity leaders and the lack of resources. To address these issues, here are some ideas for SMBs with a limited budget.
1. Understand that it is cheaper to hire a diversity and inclusion specialist to work in-house than to replace just one employee. These professionals can develop strategies that go beyond recruitment.
2. Hire a local trainer to conduct monthly events tailored specifically for a company’s employees.
3. Implement allyship at work programs to ensure that addressing inequality will be everybody’s responsibility.
4. Set aside time to allow employees to have deeper conversations with their colleagues to build trust and eliminate bias.
5. Train employees to strengthen their human skills, including empathy, abundance thinking, partnerism, mindfulness and play. | https://suppliertynews.com/2020/11/20/diversity-training-for-small-and-midsize-businesses/ |
Strengthening Mental Health Supports
Is your school trauma-informed? Are you/your colleagues looking for mental health resources to better support your students? Join the Center for Educational Improvement (CEI) for a series of online events hosted by the New England Mental Health Technology Transfer Center (New England MHTTC).
This complimentary webinar series is designed to strengthen mental health supports that address the needs of children who have experienced/art at risk of experiencing significant trauma.
Upcoming Events
A Districtwide Approach to Coordinating Mindfulness Implementation: Spotlight on Montgomery County Public Schools
Date/Time: February 4, 2020, 4:00 pm
Location: Online
Presenter: Jeff Donald
Join us for a webinar with Jeff Donald, Mindfulness Coordinator, Montgomery County Public Schools—the largest school district in Maryland—focused on the county’s intentional turn to infusing mindfulness and implementing trauma-informed school based mental health programs. Jeff will share how within a short period of time his yoga/meditation practices have expanded from serving one school to requests for services for over 50% of Montgomery County Schools. He will also describe the program he is spearheading to train teachers to implement yoga/meditation in classrooms, as well as the impact on students. Attendees will experience guided meditations and learn pointers for implementation of yoga and mindfulness practices, with a focus on secondary schools.
Creating Trauma-Sensitive Schools Conference
Date: February 16-18, 2020
Location: Atlanta, GA
Presenter: Christine Mason, Ph.D.and Dana Asby, M.A., M.Ed.
This microsimulation of our transformative visioning work will discuss the successes of the Childhood-Trauma Learning Collaborative and what we have learned about best practices to support student and teacher mental health and well-being by working directly with school leaders. We will guide educators in starting their own journey of becoming a compassionate school community starting with the implementation of the S-CCATE.
Featured Events
Psychosocial Deprivation & Neurocognitive Functioning: Long-term effects on cognition, the brain, and mental health
Date/Time: January 14, 2020, 4:00 pm
Location: Online
Presenter: Sonya Troller-Renfree, Ph.D.
This webinar will examine how early life deprivation impacts brain activity, executive functioning, and attention across development (toddlerhood to adolescence). Participants will learn how adversity-related deficits in neurocognitive functioning relate to peer relationships, mental health, and academic achievement.
Mindfulness Practices Book Study, Special Session
Date/Time: January 7, 2020, 4:00 pm
Location: Online
Presenters: Christine Mason, Ph.D., Michele Rivers Murphy, Ed.D., and Martha Staeheli, Ph.D.
Click here to review the full calendar of upcoming webinar and book study opportunities offered as a part of the Childhood-Trauma Learning Collaborative.
View archived webinars and subscribe to CEI’s YouTube Channel.
For more information on the Childhood-Trauma Learning Collaborative, contact CEI’s Executive Director Dr. Christine Mason.
The Childhood-Trauma Learning Collaborative is funded by the Substance Abuse Mental Health Services Administration (SAMHSA) and is part of the New England Mental Health Technology Transfer Center Network. | http://www.edimprovement.org/childhood-trauma-learning-collaborative/events/ |
For over a decade I have helped hundreds of people meet and maintain weight loss goals from 10 pounds to over 100 pounds. Imagine having your subconscious mind working for you instead of against you. Imagine attaching to the strongest and most capable parts of yourself. The deeper mind holds the key to your success. Since this isn’t a “cookie cutter” program, there is no particular diet that you must follow. This method is as individual as you are.
What to Expect in a weight loss session:
I start with coaching by asking questions to understand which of the underlying issues are most suitable to your weight issues.
1) We address underlying causes of weight issues and ineffective eating patterns, such as:
- Defiance in following your healthy intentions
- Personal food history and habits
- Pressures from family and culture
- Lack of mindfulness around eating
- Unconscious and mindless eating
- Stress and trauma
- Social eating behaviors
- Emotional eating
- Alternating restricting and binging behaviors
2) We review your recent challenges and successes such as how you’ve been able to manage:
- Choosing a healthy food plan
- Managing dining out
- Healthy snacking
- Avoiding trigger foods such as sugar, fat, chocolate or salt
- Staying accountable to yourself
3) Together we design and implement a plan of action for: | https://alisonsonenfeld.com/weight-loss-coaching-with-hypnosis/ |
According to Jon Kabat-Zinn (1994), founder of mindfulness-based stress reduction (MBSR), “[m]indfulness means paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (p. 4). There are several ways to practice mindfulness. One way to practice mindfulness is to focus on one’s breathing to keep one grounded in his/her present experience. Another way to practice mindfulness is through a body scan. A body scan involves focusing awareness throughout one’s body, and if a certain area feels tense or sore, one is encouraged to focus on his/her breathing until that area relaxes. Other common mindfulness practices are mindful eating, walking meditations, and urge surfing. Mindful eating involves slowly eating while paying attention to the smell, taste, and feel of the food. Walking meditations involve taking a stroll at a familiar pace and paying attention to the sensations of one’s body while walking. For example, noticing how tense one’s shoulders feel, or how one’s feet feel hitting the ground—and then matching one’s breathing with every step he/she takes. Urge surfing involves noticing one’s own thoughts and/ cravings, and then letting those thoughts or cravings go. These are only some of the many mindfulness techniques that exist (Ackerman, 2017). So, why design mindfulness trainings for elementary school students and middle school students? Not only do mindfulness trainings for elementary school students reduce stress levels—but they also are shown to improve students’ math scores, social studies scores, and overall GPA (Bakosh, Mortlock, Querstret, & Morison, 2018).
In a randomized controlled trial, Bakosh et al. (2018), tested out an audio-guided mindfulness training series on 337 students in 16 different classrooms. Randomization into the intervention group and the waitlist control group occurred at each grade level. The audio-guided mindfulness training for elementary school students consisted of 90 MP3 tracks, each 10 minutes in length. One of the authors of this study is an experienced MBSR teacher, and modelled this MP3 track program after the MBSR protocol created by Jon Kabat-Zinn and colleagues (Bakosh et al., 2018).
Information regarding the best way to sit, reasons to practice mindfulness, and the expectations to have regarding practicing mindfulness on a regular basis.
Gratitude, kindness, and forgiveness exercises directed at oneself and also at peers (Bakosh et al., 2018).
In the current study, teachers collected Math, Science, Social Studies, Reading, Writing, Spelling, and verbal communication scores before and 10 weeks after the audio-guided mindfulness in school training intervention (Bakosh et al., 2018). Additionally, teachers calculated student GPA data on a grades tracking sheet and compared those averages before and 10 weeks after the audio-guided mindfulness training.
The mindfulness training was delivered via an iPod with speakers at a transition period (e.g., after lunch). Teachers played one mindfulness recorded track per day in sequential order (Bakosh et al., 2018). During the last two minutes of each recording, older students were encouraged to silently create drawings about their experiences with the mindfulness track that day.
The effect of the audio-guided mindfulness training was statistically significant for Math scores.
The effect of the audio-guided mindfulness training was statistically significant for Social Studies scores.
The effect of the audio-guided mindfulness training was statistically significant on GPA scores (Bakosh et al., 2018).
Not only did the audio-guided mindfulness in school training improve GPA, math and social studies scores, but the training also was very easy to deliver for teachers (Bakosh et al., 2018). Teachers were trained for one session that was about 60 minutes long regarding how to implement the mindfulness training properly. This training was not time-consuming, and therefore would be very easy to implement at public and private schools (Bakosh et al., 2018).
Is there an even less expensive, less time-consuming way to deliver this audio-guided mindfulness training in school?
Yes. One way to make this intervention even less time consuming to implement would be to offer it through an easy-to-use learning management system. CertCentral’s online course platform requires no training, and makes it easy to store and share multimedia files with students. Easily upload all 90 mp3 tracks to the online course platform and play the trainings out loud to students via SMART Board or desktop computer.
Learning management systems, such as the online course platform by CertCentral, are also accessible via mobile and tablet—so students and teachers can easily access the audio-guided mindfulness training on their devices of preference.
A learning management system also allows you the ability to easily add other helpful multimedia mindfulness exercises. An iPod can only play music, but a learning management system can host audio, video, image, and other multimedia files.
A subscription to a cloud-powered learning management system is less expensive than purchasing iPods, speakers, and extra supplemental materials for every classroom.
What are other benefits of mindfulness training in schools?
Not only does mindfulness training help with academic achievements, but it can also improve children’s social functioning! How so?
Mindfulness training strengthens children’s prosocial behaviors, emotional control, and responsible decision making.
Mindfulness training strengthens children’s empathy toward one another.
Now that you know the benefits of mindfulness training for elementary school students, and you know how easy such a training is to implement, speak with your superintendent and see if this option is feasible for your classroom! | https://certcentral.com/blog/mindfulness-training-elementary-school-students/ |
Welcome to another update from my 365 meditation journey, a commitment to meditate 365 days straight. Here is today’s breakdown:
Morning
Minutes of Mindfulness
Meditation: MIDL 15 Minutes of Mindfulness 03/20: Training ‘Softening Into’ Breathing
Ambient Sound:
Teacher: Stephen Proctor
Notes:
- 1st thing, inside, Seiza (kneeling) posture
- This is a series I have wanted to do for a while now. I have not made it a priority to do a 2nd meditation every day in order to fit this series in. Instead of fighting against my own will I decided to implement it into my morning routine instead of forcing a 2nd meditation daily.
- This was the 3rd session in this series, I completed the other 2 days several days back. I am really enjoying Stephen’s meditations thus far.
Morning
Minutes of Yoga
Meditation: Yoga: 10 Day beginner Tour – Core Strength Booster
Ambient Sound:
Teacher: Daily Yoga App
Notes: | https://robkish.life/day-229/ |
While a considerable research base demonstrates the positive effects of 8-week secular mindfulness courses, it remains unclear to what degree their participants continue to engage with mindfulness practices; and there is a dearth of published reports on longer-term mindfulness interventions. Studies have also tended to focus on clinical “effectiveness,” with less attention given to participants’ own construal and expectations of mindfulness. To address these gaps, the study reported here implemented a year-long mindfulness program for a group of 20 individuals with long-standing health conditions who gradually transitioned to self-guiding. Their experiences, expectations, and understanding of mindfulness were investigated through the lens of descriptive phenomenology. The findings revealed that mindfulness practice did bring therapeutic improvement but that it was a multi-faceted process where an individual’s intentionality toward practice was key, with a clear division between those pursuing an “embodied integrated” mindfulness and those viewing it as a stress management tool. | https://www.research.ed.ac.uk/en/publications/the-lived-experience-of-learning-mindfulness-as-perceived-by-peop |
With up to 1 in 59 children on the autism spectrum, supporting the learning of students with autism and the relevant workforce preparation is critical. Yet schools and out-of-school time programs across the United States lack effective approaches for engaging students on the autism spectrum and preparing them for college and careers.
To address this need, EDC and its partners developed and tested the IDEAS Maker Program curriculum for middle school students who are on the autism spectrum. Based on the success of the curriculum, the team is expanding the program to make the engineering-design maker programming available and sustainable in a wide range of autism inclusion schools.
Key Activities
EDC and its partners are doing the following:
- Revising the IDEAS Maker Program curriculum for elementary and high school students
- Training educators to use the curriculum
- Documenting how different schools adapt the program
- Measuring the impact of the expanded version of the program on students’ STEM career interest and self-efficacy
- Working with young adult autism self-advocates to add workforce development activities and extensions to the curriculum
- Working with the New York City (NYC) Department of Education and professional development providers at New York University (NYU) to tailor the curriculum and implementation strategies to meet their needs
Impact
By the end of the project, the program will be: | https://www.edc.org/developing-abilities-knowledge-careers-design-engineering-students-autism-spectrum |
Special education at USQ will provide a strong foundation for new educators in both regular and special education settings. The USQ special education courses available to students within both the Primary and Secondary Bachelor of Education programs will assist to develop the requisite knowledge, skills and attitudes necessary for pre-service educators wanting to work in the area of special education as well as those who wish to work in regular education settings. Courses offered address specific disability areas such as Autism and Teaching Students with High Support Needs; skill and strategy knowledge and application in courses such as Learning Intervention, Challenging Behaviours, and Instructional Approaches; as well as develop an understanding for the obligations and expectations of all educators working with students with diverse learning needs through Educating Students with Special Needs across Contexts and Communication and Collaboration.
Students who complete the Special Education suite within a BEDU Program at USQ will be confident in and know how to:
Cater for the individualised learning needs of students with an understanding of the impact these needs have on participation and access to curriculum.
- Effectively communicate and work collaboratively with stakeholders to create safe, supportive, and engaging learning environments that foster self-determination, self-efficacy, and positive self-concept for students with additional needs.
- Identify and utilise relevant theory, research, and resources for special and inclusive education with an understanding and consideration of the nature of disability and diversity present in all learning environments.
- Apply strategies and techniques for effective data collection and analysis, and plan, implement, and assess teaching and learning with consideration of differentiated teaching and universal design for learning.
- Be lifelong learners and remain current with evidence-based strategies; display professional attitude in all settings with colleagues, students, families, and the wider school community; and demonstrate an understanding of the relevant legislation and policies that inform and support the education profession. | https://open.usq.edu.au/mod/page/view.php?id=6919 |
ACARA is committed to the development of a high-quality curriculum for all Australian students that promotes excellence and equity in education. All students are entitled to rigorous, relevant and engaging learning programs drawn from a challenging curriculum that addresses their individual learning needs. The Australian Curriculum recognises that the needs of all students encompass cognitive, affective, physical, social, and aesthetic curriculum experiences.
Australian schooling promotes equity and excellence.
The understanding that each student can learn and the needs of every student are important.
A recognition of the entitlement of each student to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community.
High expectations to be set for each student as teachers account for the current level of learning of individual students and the different rates at which students develop.
The acknowledgement that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests.
The three-dimensional design of the Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Australia and personalise learning.
More detailed advice is being developed for schools and teachers on using the Australian Curriculum to meet diverse learning needs and will be available under Student diversity on the Australian Curriculum website.
The Disability Discrimination Act (1992) and the Disability Standards for Education (2005) require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without a disability. Students with disability are entitled to rigorous, relevant and engaging learning opportunities drawn from age equivalent Australian Curriculum content on the same basis as students without disability. For more information, go to the 'Students with disability' webpage.
Students who are gifted and talented have a right to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. Teachers can use the Australian Curriculum flexibly to meet the individual learning needs of gifted and talented students.
Teachers can enrich student learning by providing students with opportunities to work with learning area content in more depth or breadth; encompassing specific aspects of the general capabilities learning continua (for example, the higher order cognitive skills of the Critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later levels in the Australian Curriculum and/or from local state and territory teaching and learning materials. For more information, go to the 'Gifted and talented students' webpage.
As part of its commitment to supporting equity of access to the Australian Curriculum for all students, ACARA has developed the English as an Additional Language or Dialect: Teacher Resource. This resource is designed to support teachers across the learning areas as they develop teaching and learning programs using the Australian Curriculum with students for whom English is an additional language or dialect (EAL/D).Visit the Australian Curriculum website for more information.
The Equity and Diversity Advisory Group consists of equity and diversity experts covering Foundation – Year 12 who are based in schools, universities, curriculum authorities, professional associations and organisations.
The Equity and Diversity Advisory Group assists ACARA’s curriculum development process through providing expert advice and recommendations on matters relating to equity and diversity to ensure the Australian Curriculum is inclusive of, and accessible for, all students.
students with a combination of equity and diversity needs. | https://wwwstaging.acara.edu.au/curriculum/student-diversity |
Creating Accessible Learning Environments for All—Questions That Can Guide Our Design
This week I would like to introduce guest blogger, Matt Brenner, District Technology Coach for Southwest Allen County Schools (SACS) and SACS AEMing for Achievement grant team member. Each year as part of the grant process, all the teams meet in January to share positive outcomes thus far and goals for the remainder of the year. As the representative for his team, Matt shared four guiding questions they are using to drive their team's and district's discussion on accessibility. Because many other teams were finding the use of these guiding questions to be insightful and inspiring during the meeting, I'm grateful and excited that he agreed to share the four questions in this blog just for you!
Educators have always believed that variability exists between learners, yet our instructional practices do not always address this belief. While this gap between our educational beliefs and our practices was already worthy of attention prior to the COVID-19 pandemic, there is a renewed awareness of it because of the many struggles students, educators, and families experienced during the past two years. These common struggles have created an opportunity for us to re-examine our beliefs, continue to ask questions about our instructional practices, and work together to determine how to make learning more accessible to all students.
Making learning accessible for all is the goal of educators. While accessibility is a simple concept in theory, it can become more complicated as it is put into practice. We need to acknowledge its complexity by modeling the practice of asking questions to gain a better understanding and to frame our conversations about accessibility. This will lead to logical, purposeful, and well-intended discourse to occur and to better outcomes for all of our learners. Let’s explore what questions we can use to guide our conversations around accessibility.
Four Fundamental Questions About Accessibility
- To whom are our learning environments truly accessible? A learning environment includes more than just the physical space of a classroom. We need to expand our understanding of both where learning can take place and what needs to be available for learning to take place. A learning environment includes the physical location of the learning, the resources and curriculum available to the students, and the lesson design. Let’s quickly examine a typical curriculum or lesson materials. Most curriculum and educational materials are designed and developed to address the needs of the so-called ‘average student’ and the ‘average brain.’ Through modern educational neuroscience, we have learned that there is no average student, nor is there an average brain. But because the majority of our curriculum and instructional practices are implemented through this lens of designing for ‘the average,’ we unintentionally make learning inaccessible by placing barriers within our environments. This means that for many of our learners, much of their learning is not accessible because of a barrier that was inadvertently placed within the lesson design. For example, we may introduce a concept to a student and assume that they have the background knowledge necessary to become (and remain) engaged throughout the entire lesson. However, their lack of background knowledge to the topic is actually a barrier to them engaging in the lesson. To reduce that barrier, a teacher can activate or supply background knowledge through providing visuals, demonstrations, or models. By doing so, that barrier has been reduced and students are more likely to engage and persist in their learning. We need to acknowledge that the barriers to learning are not within the learner, but in how the learning environment is designed.
- Under what conditions are they truly accessible? Educational neuroscience has also made clear that learners do not have one global, or fixed, learning profile. Instead, they have jagged learning profiles that may shift depending on a variety of factors. Context truly makes a difference. Simply put, what may be accessible to one type of learner in one setting may be inaccessible to the same learner in a different setting. We need to be mindful of this reality as we consider the accessibility of our learning environments. We can design for variability within our learning environment by embracing flexibility in our design. Flexible resources and tools can be used in several different ways to express understanding over the same information. For example, flexible resources are used within a learning environment when a teacher allows students to use a resource in a way that is meaningful to the student rather than requiring the resource to be used in a specific, predetermined way. Based on its inherent flexibility, technology can also offer opportunities for students to make their learning more accessible, regardless of their context. As an educator, it is not as important to know why a particular student would need to experience this level of flexibility; it is more important to offer the flexibility to all your students based on our classroom’s variability and jagged learning profiles so that they can all have access to their learning.
- What if we saw accessibility as the ‘main course’ of our design decisions instead of the ‘leftovers?’ Accessibility is often discussed through the reactive response of special education versus the more proactive approach of general education. General education teachers may see it as “one more thing” to worry about or that “we do not have time to worry about making everything accessible.” These are natural responses given educators’ heavy workload and limited time. However, when taking a more proactive approach in our design, we usually discover that “What is essential for some, is useful for all.” If we did a little digging, we would find that there is an inherent, common, and yet incorrect assumption that “general education students” learn similarly to each other. Based on educational neuroscience, we know that is not true because of learner variability. Because of the variability that exists within the “general education” population, there are likely students that could benefit from greater accessibility. By increasing access for our specialized populations, we are actually increasing usability for everyone because so many hidden learning barriers exist in our student population. This subtle, yet profound shift in our design has tremendous implications in improving learning outcomes for all. Accessibility should not be viewed as “one more thing,” it should be viewed as “the thing.” It should be our SWAG…the stuff we all get.
- What if we viewed greater accessibility as an opportunity for us to raise the bar for all learners instead of lowering it? As educators, our goal is not simply to make information accessible to all learners, but to make learning more accessible. Accessibility is not about lowering expectations, in fact it is the opposite. When we make learning more accessible, that means we are providing learning materials, tools, and environments that make it possible for all students to be challenged to their fullest extent. This is accomplished by allowing students to choose flexible tools within their learning environment that are meaningful to them to express their understanding of the teacher’s learning goals. This will provide students with the opportunity to truly demonstrate what they know within a learning environment with fewer barriers in it. It is essential to know our students, their learning profiles, and our instructional goals so that we can determine when to provide support and when to challenge them. With this mindset, balance, and alignment, we can continue to raise the bar for all of our students by making their learning more accessible.
There is no doubt that every learner learns differently and has different needs. Educators will continue to search for instructional practices that will enhance their ability to reach all learners. As educators we can proactively address those needs by adopting a mindset focused on making our learning environments more accessible to all. If we do this, we will discover and unlock the potential of all our learners.
Resources:
Nelson, Loui Lord. Design and Deliver: Planning and Teaching Using Universal Design for Learning. Brookes Publishing Co, 2021.
Ralabate, Patti. Your UDL Lesson Planner: The Step-by-Step Guide for Teaching All Learners. Brookes Publishing, 2016.
Rose, David H., et al. Teaching Every Student in the Digital Age: Universal Design for Learning.
Association for Supervision and Curriculum Development, 2002. | https://patinsproject.org/patins-blog/creating-accessible-learning-environments-for-all-questions-that-can-guide-our-design |
There are few more engaging yet challenging pursuits than learning a new language. It boosts our employability and has the potential to improve our brain functions. Perhaps more importantly, it opens us up to incredible conversations with people from cultures and backgrounds different from our own. Yet those who have difficulty accessing education may find themselves excluded from this possibility for enrichment.
Learning disabilities can make education in a native language difficult to overcome, let alone in an unfamiliar tongue. Educators, parents, and learners need to gain a practical understanding of how this combination adds extra obstacles to the learning process. Perhaps more importantly, we all need to explore how we can be creative and proactive in implementing techniques that can make multilingualism more accessible.
We’ll take a closer look at how best to approach learning a language while living with a learning disability. What are some tools, techniques, and ideas that can not just help make the process a little easier, but make for a fulfilling learning experience?
Tailored Approach
One of the most important things to remember about learning disabilities is there is no one-size-fits-all approach. Often these are on a spectrum or may present themselves with varying severity. This in many ways reflects learning in general, with students’ classroom abilities dependent upon their preferred mixture of learning styles. As such, whether you’re a teacher, parent, or student, it’s important to tailor the language learning experience to suit the challenges at hand.
One way to approach this is by using one of the five educational learning theories. There are some that are entirely focused upon the individual perspectives of each learner. The Humanistic approach seeks to understand the emotional and practical needs of the student and builds the learning program around them. Constructivism can also be well-suited to those with learning disabilities, as it molds the curriculum to the student’s personal experiences both in their prior learning and everyday life. These theories can be used as frameworks upon which to build a tailored program of study.
It can also be useful to know that it is not only the curriculum itself that should be tailored to the students’ individual learning needs. Think about the environment, and how this both affects the student and enhances the syllabus. Are there opportunities to support the theory with practical conversations outside of the classroom environment? Do the exercises capitalize on who the student is and give them opportunities to relate their interests to this new language?
Minimize Stress
For many students with learning disabilities, traditional education can be frustrating. The tension of learning, alongside navigating the challenges of their disability can also manifest into physical and psychological symptoms of stress. As a reduction in stress can result in performance improvement for students with special educational needs, it should form part of the language learning program to include methods that reduce pressure on the student.
Understanding where the challenges for each student lies can help to guide stress reduction practices in their curriculum. This can include:
- Phonemic Awareness. Those with dyslexia can often find understanding how words break down into sounds As this is one of the primary requirements of learning a foreign language, these students may find this stressful. Be sure to break up phonemic exercises such as learning a new alphabet or introducing vocabulary with other conversational and active exercises to prevent prolonged exposure to stress.
- Sensory Processing. Those on the autistic spectrum can often find different types of stimuli overwhelming. This can also be exacerbated by the social elements of having language learning conversations. Remember to vary the stimulus you’re subjecting the student to; include soft learning experiences such as watching movies in a foreign languageor listening to music.
- Focus. Students with ADHD tend to have trouble staying focused on repetitive or mundane tasks. As repetition often forms part of the language learning curriculum, the stress of maintaining this can be reduced by offering these exercises in a more varied range of stimulus — mix written exercises with verbal and auditory options.
The importance of taking breaks can also not be overstated. This doesn’t necessarily mean extended recess periods, but even varying the learning environment can be useful. Take some classes outside. Research with college students has found that even 10 minutes spent outside can have a positive impact on stress levels. Time outdoors can also be stimulating for creativity and help students to digest their lessons. Find reasons to take learning beyond the walls of the classroom, take field trips to relevant cultural events.
Utilize Technology
We are fortunate to be living at a time in which quite advanced technology is accessible to many of us. The eLearning industry in general has seen a boom, and language learning tools on mobile and desktop devices are free or low cost. Utilizing technology therefore can be a practical aid in helping those with learning difficulties to access language skills.
Mobile apps such as Duolingo and Memrise can make for useful supplementary learning materials. They provide a gamified approach to learning, using a mixture of written, auditory, and spoken exercises to improve retention. It also allows students to progress at their own pace, reducing the potential for performance anxiety that many learning disabled students experience. That said, it’s important to review these apps for suitability; see whether they are compatible with browser extensions such as Helperbird that alter the user interface to display a dyslexia-friendly font.
Remote tutoring can also be an option for those with learning disabilities, as this can give access to expert guidance while taking place in an environment that the student feels most comfortable in. There isn’t the chaos of other students or the classroom environment. That doesn’t mean to say that this should be isolating; learning a language remotely can include video chats with other learners, and provide opportunities for peer support.
Conclusion
Learning a new language has the potential to enrich our lives and connect us to new cultures. It’s important to ensure that those experiencing learning difficulties aren’t excluded from these opportunities. By tailoring the learning process to the individual student’s needs, keeping a stress free environment, and embracing technology, we can help make sure that global citizenship is accessible to all.
Beau Peters is a creative professional with a lifetime of experience in service and care. As a manager, he’s learned a slew of tricks of the trade that he enjoys sharing with others who have the same passion and dedication that he brings to his work. When he is not writing, he enjoys reading and trying new things. | https://briclanguage.com/language-learning-techniques-for-those-with-learning-disabilities/ |
- At Village we aim to make our children competent and confident users of English. Through a balance of different teaching methods, we aim to help children acquire the skills they need to access all areas of the curriculum and equip them with the ability to communicate effectively in our society. These English skills will also be central to gaining employment and being modern, global citizens. These future citizens will be able to read, write and communicate for a range of purposes. Furthermore, Village pupils will be able to read to a standard that supports the interpretation of information in the 21st Century. They will also be able to communicate in a manner that fully supports British Values, whilst simultaneously being globally aware and cultured, intelligent, modern citizens.
- Through rigorous English teaching, we aim to enable all of our students to embrace and engage fully with the Key Stage Three and Four Curriculums.
- We aim to build an English curriculum which develops learning and results in the acquisition of knowledge and skills, with a progressive structure.
- Feedback will be crucial to the development of students in English. Teachers will have sound curriculum knowledge and a solid grasp of children’s English learning journeys. Staff will know where children have been and where they are headed.
- To design a curriculum with appropriate subject knowledge, skills and understanding in Speech and Language, Reading and Writing as set out in the National Curriculum so that children can reach and exceed their potential at Village Primary.
- English learning is to be hands on, relevant and engaging to children of all ages and backgrounds. This is essential as teachers aim to tailor the curriculum to the needs of specific learners.
- Reading, Writing, English and Topics to be linked, where appropriate, with relevant, cross-curricula links that aim to support children’s understanding as they see the interconnectedness of the modern world. This will be achieved with a rigorous, progressive and engaging English Curriculum.
- At Village we strive to make children lifelong readers for pleasure and to enhance English progression. This will help children to be critical thinkers and workers in the digital age, with fake news or the prevalence of social media.
- Children to use English as a vehicle to discuss Philosophy alongside books/current global issues. This will enable pupils to engage critically with news items, potential fake news, internet sources of information and many ‘English related aspects’ of the future world. Children will see and make philosophical links with class novels and interpret issues or storylines so that they can process and evaluate societal issues that link to their lives. In this way, books will enable children to empathise with others and understand the differences in the world that can unite and divide society.
- At Village we consider a rich, varied and progressive book culture to be essential. Writing is to include a wide range of text types and genres. This will enable children to develop a writing style that encompasses a range of skills across narrative, non-narrative and poetry.
- Staff adopt an attitude of constantly learning, adapting and modifying best practice. This will help children to overcome hurdles and display a ‘Growth Mindset’ when faced with challenging English tasks.
- Children are to be supplied with a rigorous phonics programme to support early reading and writing. This is to be rooted in books, context and hands on learning. Phonics is based on a sequential pedagogy that teaches new learning and supports or fixes gaps in knowledge. Phonics is aligned and supported with books so that phonics can start to support early reading.
- At Village it is our aim to provide opportunities across all curriculum areas for the development and application of Speaking, Listening, Reading and Writing skills.
- At Village we have designed a wider curriculum that provides regular opportunities for pupils to use and apply the writing or spoken language skills they have acquired from the English Curriculum. This provides students with a purpose and a motivation that enhances learning.
- For English lessons to be engaging and involve elements, where appropriate, of active learning. This will help children to learn more, remember more and achieve more. This will increase participation, attainment and support the school’s vision of children having a healthy body and a healthy mind.
- Children’s ability to read critically will enable them to safeguard themselves now, and in the future, with regard to risk management and critically evaluating the challenges that they face.
- At Village we aim to be outward facing, modern and reflective. To this end, continuing professional development, and refining of best practice, is key to developing and maintaining sound subject knowledge. | https://www.thevillageprimary.org.uk/english/ |
SMX Convention Center,
Manila, Philippines
2019/01/21 08:30:00
Conference Background
The digital era is accelerating change in the world today. Likewise, it is challenging how educators prepare students as future-ready learners. We are all witnesses to the societal, economic, and environmental transformations brought about by globalization, advances in technology and communications, social networking, access to information and volume and speed of knowledge. Alongside are the changes in the nature of work, mobility, and need for skills and competencies – equipping learners to become ready for the world of work.
While organizations are expected to address social and environmental issues, educational institutions need to reform and innovate to provide new knowledge and solutions to real-world problems.
These changes conjure to pose a challenge for educators to innovate and design school curriculum to equip a new generation of students for this significantly changing world. This is the best time to design holistic learning experiences to develop interrelated competencies and provide a learning environment that is operated by technology to support the lived experience of the students in the digital era.
The new generation of schools should promote authentic learning to connect what students are taught in school to real-world issues, problems, and solutions and to develop 21st-century skills among students of today.
With this, this conference aims to draw educators, school leaders, scholars and practitioners to discuss and understand these changes. It also aims to address various challenges by creating the next generation of schools.
Speakers
Co-Creating and Co-Designing
the Future of Education Conferences
Dr. Jay McTighe
Co-Author of Understanding by Design
Dr. Jay McTighe is an experienced educator and noted author, having co-authored 16 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at national and international conferences and workshops. He provides consulting services to schools, districts, regional service agencies and state departments of education. He is well known for his work with “thinking skills,” having coordinated efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking.
Developing the 21st Century Skills of Critical and Creative Thinking, Communication, and Collaboration
Dr. McTighe’s presentation will zero in on teaching for understanding which involves engaging learners in making connections and constructing their own understanding of big ideas and essential questions. He will discuss how to design a coherent curriculum and assessment system to integrate 21st-century outcomes and collect evidence of students’ understanding and ability to transfer their learning. His talk will also focus on those educational practices and school structures which are likely to support the attainment of critical 21st-century skills.
Mr. David Price
A Learning Futurist and Expert in Organizational Learning
David Price is a learning futurist and an expert in organizational learning for a complex future. He is an experienced facilitator, having led creative workshops with CEOs, public sector leaders, educators, and social enterprises.
David has led numerous international education projects. His conclusion is that every business, every school, and every public institution needs to learn from the ways in which we engage with knowledge socially, because therein lies the answer to how to re-engage employees and students, and remain competitive, and relevant in a fast-moving world.
Education and the Workplace of the Future
Mr. Price will share his thoughts on Education and Workplace of the Future. The talk will focus on how we should prepare students for the future and the resolute interest of employers on whether our students know what to do with what they know. The talk will also emphasize the importance of the learning environment in social learning.
Mr. Price will also share his thoughts on the changes in the way we work amidst automation, Smart Robots, and Artificial Intelligence. Emphasis will be on the readiness of learning institutions as well as the prevalence of 19th-century models of learning at work. | https://futureofedcon.dlsl.edu.ph/ |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.