Indochina- Collective name for Vietnam, Cambodia, Laos, and Thailand; the group of countries located between the superpowers of China, the most populated country, and India, the second most populous.

Brief history to get you acquainted

Trieu Da- An ancient Southern Chinese warlord, often likened to King Arthur, who gave the name of Nam Viet, or “southern waters,” to the land, thereby beginning the official Vietnam history.

Han Dynasty-Annexed Vietnam as a province of China and enslaved her people in order to produce rice.

Trung sisters-Both were widowed when a Chinese official had their husbands executed. They rallied the aristocrats, who in turn rallied the peasants to fight for freedom in 40 AD. Though they were successful, the Trung sisters committed suicide in a river when the Chinese came back 20 years later. Unlike most countries, Vietnam has not underestimated its women, and credit them with daring and cleverness, a fact which the US did not account for.

Kublai Khan- A fearsome Mongol warlord who attempted a 13th century invasion. The Vietnamese used the mountains along with guerilla-style warfare as a defense. The Khan, who was able to conquer most of the world, couldn’t handle Vietnam. He tried to invade 3 times, and was unsuccessful in each. This is where the Vietnamese tested their medal and learned how to defend themselves.

Ming Dynasty-Invaded again, this time for rice, tusks, gems, and other ores. The Chinese tried to impose their culture by making the children attend Chinese schools, as well as forcing all of the people to wear Chinese clothing.

Ly Thuong-Wrote the Vietnamese Declaration of Independence

Le Loi- Much beloved hero of the Vietnamese people, he was often portrayed as a fisherman who caught a magical sword in his net. He was really a frustrated Vietnamese aristocrat, who went to the mountains in 1418 and proclaimed himself the, “prince of pacification,” and rallied his fellow countrymen for the ousting of the Chinese.

Battle of Tot Dong- Successful battle in 1426. Le Loi was so anxious to get rid of the Chinese, he provided them with junks and horses to make their way home.

Golden Age-The time that follows Le Loi’s successful uprising. He built his capital near Hanoi, and rewarded loyals with land and public works. The Le Thanh Tong Dynasty ruled quite peacefully for the next 400 years, encouraging education and structuring Vietnam with an efficient government.

North/south split- Upon the death of the last leader from the Le Thanh Tong Dynasty, Vietnam was split between the in-laws, with the Trinh ruling the north and the Nguyen ruling the south. The Nguyen turned to France for protection.

Part Two: French Involvement

Age of Discovery- Exploring was big business in the 16th century. Magellan’s voyage cost a huge amount of money, but the spices brought back on just one ship were enough to finance the whole venture. There was a lot of money to be made by tapping into the treasures of the undiscovered world. A nation would claim foreign lands to give its ships a safe harbor, tactical advantage, bragging rights, or just to make sure no one else got there first. France settled in Vietnam, Cambodia, and Laos; only Thailand was able to retain independence. France wasn’t really happy with what Vietnam had to offer, but they were interested in a trade route to China.

Merchants- Although they tried, French merchants were not very successful in selling their products to the Vietnamese people.

Missionaries- Christian missionaries found more success, and thousands of Vietnamese were converted from the traditional Confucius religion. France was able to use the missionaries as an excuse to control Vietnam, maintaining that the missionaries were being mistreated and needed protection.

Francis Garnier- (1873) Explored the Red River deep into China, and proclaimed it open to all countries for trade.

White Man’s Burden- The idea that the more “civilized” nations were morally responsible to bring third world countries up to par. This attitude allowed the French to do the Vietnamese the “favor” of building amenities like bridges, dams, harbors, roads, and other public works. Of course, all labor was provided by the Vietnamese, who were paid lightly and taxed heavily for the privilege of having a road they didn’t need.

Mandate of Heaven- The belief that a leader is predestined because of divine right.

Ho Chi Minh- He lived away from Vietnam for many years, but returned home in the early 1940′s when Japan had taken over during WWII. Known affectionately as “Uncle Ho,” by most of his people, he was considered to have the Mandate of Heaven. Although he is one of the most influential figures of the 20th century, he was underestimated by the US, who considered the Vietnamese and other third world peoples as stupid and uncivilized. Ho Chi Minh was a tireless fighter, and an expert at propaganda. He refused to accept anything less than complete withdrawal from any and all countries trying to assert themselves upon Vietnam. He wanted his people to have independence, and would accept nothing less.

WWII and the aftermath- Hitler conquered France in 1940, and Japan took the Vietnam, but used France as a puppet to control it. After the allies won WWII, the area was handed back to France, which became overburdened by the effort and cost of dealing with the situation, especially because those in the north were relentless in their pursuit of independence. France began to ask its allies for help. By 1954, when the U.S. became involved, any person in southern Vietnam with an official position spoke fluent French, as well as carried distinctively French mannerisms.

Part Three-US Involvement

American Sentiment- During and after WWII, Americans were deathly afraid of a nuclear attack. Schools routinely held nuclear drills, and children were taught to hide under their desks in the event of an attack. There are many reasons America became involved in Vietnam, but the most pressing were:

Communism- Russia and China were huge superpowers, and other countries were beginning to join with them. At one point, Khrushchev, the leader of USSR, took off his shoe, slammed it against the podium, and screamed that he would crush his enemies.

Concentration camps- There was no information super highway, and the American people were not as dulled to images of atrocity as they are today. Americans were horrified to hear accounts of what happened in the concentration camps, and disturbed by grisly photographs of starving and naked victims. There was a great feeling of pride in being the country that liberated these helpless people, and American sentiment at the time was to help those less fortunate. The United States was the most powerful force in the world, and because of that, citizens felt responsible for helping those countries who were not so powerful from being overrun by communists.

Eisenhower- Eisenhower was content to give aide in the form of money and equipment to help France with its efforts, but the president was in no rush to send troops.

Kennedy-A young senator aspiring for presidency, Kennedy talked about the Vietnamese as, “our offspring.” It was Kennedy’s position that without our help, the Vietnamese people would be taken over by communism against their will.

Monolithic threat- Russia and China were two hugely powerful communist countries. Though they never really got along, the US and allies worried that China and Russia would join forces and declare war against democracies.

Diem-Although Ho Chi Minh practically begged for the position, the US decided to appoint Diem president of Vietnam. He had a lot going for him as far as US leaders were concerned, being both Catholic and anti-communist. Diem was from a well to do family, and knew very little about the village lifestyle, and attempted to outlaw traditions that had stood for generations. For example, it was customary for Vietnamese men to take many wives, but when Diem came into power he declared this illegal. Diem never attempted to win his constituents support, complaining the villagers were stupid and barbaric.

Why Not Ho? In his pursuit for independence, Ho Chi Minh looked to any country that could offer him help, including communist countries. The leaders of the US did not trust that Ho wasn’t a communist. The US was looking to appoint a leader that would do as he was told, and Ho was far too stubborn.

US Strategy- For the end of the 50′s and the beginning of the 60′s, the US was content to send millions and millions of dollars in cash and equipment to Vietnam. The hope was that the Southern Vietnam Army (ARVN), with the proper training, would be able to successfully defend itself against the north. Advisors were sent to train the ARVN officers on military tactics, as well as how to use the equipment provided.

Cultural difference- Although they weren’t usually outwardly mean, the US advisors saw the Vietnamese as crude, and even stupid. Most Southern Vietnamese people had never seen a television, and rarely left their small village. The American soldiers were not sensitive to the cultural and spiritual differences. For example, it was customary for many Vietnamese men to sleep with a piece of fabric across their stomach for spiritual purposes. American advisors would tease the ARVN officers about this habit, and the ARVN’s request that this fabric be included in with the supplies was denied. These minor misunderstandings added up to cause a rift between the ARVN and those hoping to train them.

Taylor/Rostow report- Kennedy sent Maxwell Taylor and Walter Rostow to Vietnam to give him a report on progress. What came back was not promising. The ARVN had a defensive outlook, and no ambition for an offensive battle. The report suggested that the US would have to send over at least 8,000 more advisors. Kennedy was hesitant to send any more troops because once involved, he could see no end to the commitment. The first 8,000 would only lead to the necessity for more. Luckily, or not, depending on how you look at it, there was a huge flood in the Mekong delta, so the administration felt as if it could send the 8,000 advisors in the form of flood relief, and remove them without embarrassment if needed.

MAAG-A group of senior soldiers sent to deal with the problem.

1961-1962-US strategy continued to be the optimistic view that the ARVN could be trained to eventually handle things on their own. Although Kennedy did have to send in more advisors, up from 3,205 in 1961, to 9,000 in 1962, the US government tried its best to take the middle road and not to provoke any military action from Russia or China. ARVN morale was steadily sinking, leading to high desertion rates, and many villages were offering relief to the enemy. Diem was beginning to become a problem, too. He needed help from the US, but he was sensitive of looking like a puppet to US demands. He would make decisions without consulting the US, and America would return the favor. As a way to control Diem, the US notified him that it would send no further aid until Diem agreed to government reform and involving the United States in his decisions. Although both sides agreed to collusion, neither followed through, and they often worked against each other.

Diem, a Growing Problem- Diem came from a successful Catholic family, and had never rubbed shoulders with the average peasant villager that made up the majority of South Vietnam. He was more concerned with loyalty in his administration, and would appoint a person whose only qualification was that he were friend or family. This made for a government that was inept, inefficient, and corrupt. Diem’s brother and his brother’s wife were becoming the biggest problem of all. Neither had any regard for the common people of the country, and when the Buddhist monks began lighting themselves on fire in protest of the Catholic government, Diem’s sister-in-law made heartless remarks about a barbeque.

Strategic Hamlet Program- Enemies from the north were frequently able to make themselves comfortable in the scattered villages of southern Vietnam. Although Diem and many higher officials wanted a democracy, most of the villagers couldn’t have cared either way, and in fact, many would have preferred Ho Chi Minh. The solution to this problem was to evacuate all of the villages and move the people to one of 23 areas, optimistically called “hamlets.” The plan had worked well for Britain in a similar situation, and seemed like the perfect solution. Not only would the hamlets prevent infiltration by the enemy, but the US hoped it would encourage self-rule through village elections, and self-sufficiency through schools and medical units. The US leaders figured all of the villagers would love the modern amenities, and living in such close proximity would unite the formerly separate clans, who would band together into one large unit.

Why it didn’t work- Southern Vietnamese life centered around the village, and they weren’t as happy to let their lifestyle go as everyone had hoped. The “Xa,” or village was not only their home, but also the burial ground of their ancestors. According to Vietnamese culture, it was one’s duty to look after the graves of his or her ancestors, and many snuck out of the hamlets to do so. Plus, the majority of people on Diem’s administration were on the take, generating bogus reports, which the U.S. relied upon. Those who weren’t corrupt were inept and inefficient, viewing the U.S. as a never-ending supply of funds. Many of the peasant villagers lost their land, and were given nothing but a laminated ID card in exchange. To make matters worse, the villagers were inexperienced in warfare, and were expected to defend the hamlets, themselves. The NLF took advantage of this by infiltrating or attacking the hamlets.

NLF/ National Liberation Front- Also known as the Viet Cong. Headquarters were in the north, but they looked no different than all of the other Vietnamese, and were able to infiltrate at almost every level. Their mission was complete independence, and they would settle for no less.

First US Fighting- The US sent out 300 military aircraft, and the “advisors,” to fly them. American pilots would drop ARVN soldiers into battle zones, as well as train them for combat missions. The Kennedy administration didn’t want the American people to really know what was going on, insisting that troops were only advisors, even long after they were engaged in combat. American combat casualties were publicized as “training accidents.”

Hawks- American citizens for involvement in Vietnam.

Doves- American citizens against involvement in Vietnam

Agent Orange- One of the most pressing problems for helicopter pilots was the thick canopy of trees, which prevented flyers from being able to see what was on the ground; friend, or foe. The solution was to use defoliants, which are chemicals that strip the leaves. When the native Vietnamese looked at the barren wasteland that was once lush and green they reacted in much the same way that Americans would if a foreign power were to come and destroy millions of acres of national forest and wildlife. Ho Chi Minh, a master of bad press, was able to easily manipulate anger into outrage, and even those from the south began to agree.

Assassinations- Another one of NLFs successful tactics. Nobody was safe, from the highest official to the lowliest villager. Many times, the NLF would assassinate an official and have a double agent ready to take his place.

Part Four-Escalating US Involvement

US Soldiers- As time wore on, the US began to send more and more “advisors” to help move things along. These soldiers had been trained in conventional warfare, and though they were told of guerilla-style, they had never really dealt with it in a real life situation.

Mistrust on Both Sides- The US and ARVN soldiers were technically on the same side, but didn’t trust each other. The Americans soldiers had a “get out of my way,” mentality and tended to think the soldiers of the ARVN were dumb, slow, and corrupt; while the ARVN soldiers, who referred to “the ugly Americans,” viewed their counterparts as pushy know-it-alls, who assumed they were superior to everyone else.

Coup- The US concluded that its objectives could not be reached with Diem in power, and a coup was in the works. The US may not have planned and participated, but Kennedy knew about the takeover beforehand, though he was visibly shaken when he learned that Diem and his brother were assassinated. The coup was a success, but it left Vietnam without a strong government or real leader. The US wondered if it had traded one problem for another.

Kennedy Assassination- Johnson vowed to pick up where Kennedy had left off. Had Kennedy lived, he would have been able to pull out of Vietnam, but after his death, Americans wanted to see all of his objectives honored.

1964 Election- Johnson, the incumbent democrat, had served under Kennedy as vice president and taken over as president upon his death. Goldwater, the opposing republican, was viewed as staunch and conservative. Johnson’s campaign portrayed Goldwater as careless, and warned American voters against allowing him to get his finger near the nuclear bomb.

The Great Society- Though Johnson vowed to continue on where Kennedy left off, his real baby was The Great Society Program. The thought behind the program was that America, being the most powerful country in the world, shouldn’t have social issues. It included programs like Head Start, Medicare, HUD, and endowments to arts and humanities. Johnson wanted to promote ideas like the Corporation for Public Broadcasting, and set up product safety commissions to regulate things like flame retardant pajamas, etc. Part of the reason Johnson had to back the Vietnam War was because he had to keep those who were for the war happy in order to get their approval on his ideas.

Going on in 1964- By this time, America had committed 24,000 advisors to train the ARVN and stop incursions from the NLF. The NLF was stepping up the fighting, hoping to convince the US to withdraw.

Tonkin Gulf-There were wishy-washy reports that US ships were attacked by the NLF, though later reports have since claimed the situation didn’t happen as originally reported. Either way, at the time congress was so angry that another country would have the nerve to attack the United States they gave Johnson the green light (the vote was 418 to 0) for offensive action. Public opinion suddenly changed as well, from a previous 42% in favor of Vietnam to 72%. Johnson was hugely popular, and basically was given carte blanche to do as he saw fit.

Flaming Dart- Initiated as a means of revenge. Each and every NLF attack would be met with destructive bombings. The hope was that once the NLF got a picture of the United States fire power they would be more than willing to come to the bargaining table.

Rolling Thunder-48 hours later, the US decided to take the approach of continuous bombing with gradual escalation for many reasons; scaring the NLF into submission, sending a strong message to American allies, changing the domestic consensus of failure, give the ARVN a boost, and scaring any Southern Vietnamese who may have been undecided. Initial attacks brought slim results, but once committed, the US couldn’t simply stop. At first, only less important targets were hit, in the hopes that more important targets could be used as a trump card once the NLF realized US power.

Ground Troops-An air campaign needs ground troops to protect the base, and numerous other endeavors. The Johnson administration was nervous about telling American people that lives had been lost on the ground, and hoped to keep the war in the air.

Protest-Americans began to realize that they had been duped. Up until then, the government had been doing everything it could to avoid admitting that US soldiers were participating in combat. The tide of opinion began to turn. Americans wanted to be a part of Vietnam, but the idea of loss of lives for the cause was unacceptable.

Selective Service?-In 1966 the student deferment was revoked, meaning that a student couldn’t get out of the draft just because of his student status. Students began to protest all over the country, burning draft cards and making a lot of noise. Though the majority of people were for involvement in Vietnam, those opposed were much louder and caused a bigger scene.

Communist Action- though the US was nervous of the so-called monolithic threat, in truth, Russia and China were in competition with each other, each one wanting to be the leader of the communist world. Both communist countries contributed to the NLF effort, but they took it no further.

NLF- The north was by no means ready to give in. US bombs struck down many of their roads and bridges, but the northern people were crafty. Often described as “ant labor,” women and children got involved in helping to repair the damage. Gravel would be kept by the roadside in order to repair them almost as soon as they were hit. Instead of using trucks that could be easily spotted by aircraft, the main means of transportation along the Ho Chi Minh Trail was the bicycle, which could carry around 500 pounds of supplies and equipment. The NLF soldiers were used to hard work and didn’t need much in the way of supplies. If anything, the bombing gave the NLF soldiers a powerful rallying cry and made them even more determined and united than before.

ARVN- Meanwhile, the desertion rates in the ARVN training camps could be as high as 50%, and those that weren’t deserting were abusing their positions by taxing and stealing from the villagers. Buddhists were getting more and more vocal, and many ARVN soldiers were sympathetic to them, going up against American soldiers.

American Soldiers- Disgusted by the ARVN defense of Buddhists and hugely resentful that fellow American soldiers were dying while the ARVN soldiers seemed indifferent. Also, it seemed that the Southern Vietnamese soldiers had the remarkable ability to avoid land mines, which made the American soldiers think they were in collusion with the enemy.

Difficulty with Rolling Thunder- From September to May the monsoon season brought almost constant rain, making any attempt at accurate bombing next to impossible. Estimates say that for every $1.00 in NLF damages, the US spent $9.60. Worst of all, captured US flyers gave NLF hostages. In 1966 alone, the NLF used unexploded US bombs to kill 1,000 US allies.

American Consensus- The doves were becoming so vocal that it seemed as if they may have encouraged the NLF to hold out for victory. Many Americans were more annoyed by the loud “hippie” anti-war culture, which in turn made them annoyed by the war. The majority of the country was for the war, but the doves were much louder.

South Vietnamese Government- The US took over after Diem, and did not feel the need to let the ever changing Vietnamese government know what it was doing. Because there was no stable government in place, the South Vietnamese people didn’t have a sense of unity in their country.

US Tactics- The theory behind a war of attrition is that a better equipped, better prepared force will be able to wear down its opponent over time. The US wanted to project the image it could afford to wait it out if it had to, but really, patience and morale were wearing thin. There were always more NLF casualties, but they seemed to be able to replenish manpower effectively. In 1969 there were 542,000 US troops and 71,000 allied troops. US banked on the fact that the NLF couldn’t touch its technology, though the American people were beginning to weary of war.

NLF Tactics- Guerilla-style hit and run while blending into the terrain. Miles and miles of tunnels and caves dug out from the mountains. NLF knew the more US casualties, the more the American public would object to the war.

Negotiation Attempts-between 1965 and 1967 there were more than 2,000 attempts at negotiation. Even the shape of the table was argued. The US wanted an independent southern Vietnam, but the NLF would settle for nothing but complete US withdrawal.

American Troop Sentiments- From the very beginning of Rolling Thunder, Johnson and his advisors wanted to micromanage the war, especially in the air. Johnson was heard to say that not even an outhouse would be bombed without his permission. The US pilots were frustrated because everything was predetermined in Washington by those who were sitting around a desk, not flying a plane. Troops on the ground did not feel the frustration as much. Soldiers had a vague idea about the protesting back home in America, but they had no idea of the extent. They were proud of themselves and thought they were doing the right thing, imagining they would return with a hero’s welcome. Their objective was a democratic South Vietnam, and they felt as if they were winning the war. America won every battle of the Vietnam War, and many of the soldiers who served continue to feel frustration and bitterness at the way things turned out.

Westmoreland- General in Vietnam. He was frustrated, but generally left alone to control the ground, though he wasn’t sent the numbers he wanted. Westmoreland was extremely frustrated, knowing he could win, but not being given the go ahead.

Mai Lai Massacre- On March 16, 1968, as many as 500 unarmed South Vietnamese citizens living in a hamlet, most of them women, children, and elderly, were brutally murdered by American soldiers. Some of the victims were sexually abused or mutilated. Though the justification was that the civilians were accused of harboring enemy soldiers, the incident is clearly and without question an atrocity. The American public was not properly informed about the massacre until the next year, when disgusted soldiers who had been present and tried to stop the carnage began to speak out about what they had witnessed. Naturally, the world was outraged when they realized what had transpired. In the end, only platoon leader William Calley was convicted of any crime regarding the “incident.” Unfortunately, all other American soldiers had to pay the price for the actions of a few, and many good men came home to cries of “baby killer” and other unfair accusations after faithfully serving their country.

America withdraws- Little by little, and then lot by lot, American soldiers were pulled out of Vietnam, and by 1973 America was officially done with the battle. At first, it seemed as if the north would soon impose a communist government on the south, but wouldn’t you know it, the south was able to hold their own, and even caused the north to beat a retreat.

But… The north did not give up, and in 1975 they were able to overtake the south. In April, America began the emergency evacuation of all diplomats, personnel, and civilians. Many were heartbroken to leave the South Vietnamese people, who had fought so valiantly for democracy, behind and begging for help. By April 30, the end was eminent, and newspapers all over the world posted photographs of the last Americans atop the embassy roof, escaping by helicopter in the early morning hours. By 11:30 A.M. the war was lost, as a tank came crashing through the gates of the Presidential Palace and raised the flag of the NLF.

After thought- It is unfair for armchair warriors to imagine what decisions they would have made had they been running the show. Hind sight is 20/20, and I make no judgments on what should have been, or could have been. The only thing I know with any certainty is that the vast, vast majority of American soldiers who served in Vietnam deserve my gratitude and respect.

Article Source: http://EzineArticles.com/?expert=Krista_Delle_Femine

The actual discovery of silk, from the silkworm species Bombyx mori happened around 2700 BC. Yes, silk has been around a long time. According to Chinese tradition, and you have to take this with a grain of salt, it was a 14 year old girl by the name of Hsi Ling Shi who discovered the invention of the first silk reel. Silk became a very valuable commodity and was sought after by many other countries. But it wasn’t until 139 BC that the world’s longest trade route was opened from China to The Mediterranean Sea. This route was named the Silk Road for obvious reasons. By 300 AD the production of silk had also reached India and Japan.

The manufacture of silk gradually made its way to Europe and America. During the 18th and 19th centuries, around the time of the Industrial Revolution, Europeans had made some great advances in the production of silk. In the 18th century, England became the leading manufacturer of silk because of the advancements in technology the country was responsible for. Some of the inventions were improved silk-weaving looms, power looms and roller printing. In 1870, however, there was a major setback in silk production. There was an epidemic called Pebrine disease, which was caused by a small parasite. This epidemic spread like wildfire through the industry, almost completely wiping out silk production. However, it is because of this epidemic that much research was done on the silkworm that ultimately led to more advances and more modern techniques. Today’s silk production is actually a combination of old and new techniques.

The silkworm itself is actually a common name for the silk producing larvae of many different types of moths. The larvae is not actually a worm. It is technically a caterpillar. There are many species of silkworm that are used in silk production but the most common of these is Bombyx mori. This silkworm is native to China and was brought to Europe and Western Asia around 600 AD. It wasn’t until the 18th century that it was brought to America.

The silk industry is the main industry in Thailand, Japan and China. Most of the silk products you’ll find in stores, especially in the United States, most likely come from one of these three countries. There are basically two methods of producing the silk. One is by hand reeling, which is mostly done in Thailand, and machine reeling, which is done in Japan and China.

The cost of silk products from these countries is very high because of the technology involved, the difficulty of producing silk products due to dealing with living creatures and the import taxes invoked on these items. That is one of the reasons why silk is such a valued commodity, especially in the United States.

In the next instalment in this series on silk we’ll pick up with a more detailed look at silk production in the three main silk producing countries.

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Michael Russell

Your Independent guide to Silk [http://silk-guide.com]

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Article Source: http://EzineArticles.com/?expert=Michael_Russell

Have you dreamed of living in a foreign country, traveling
around the world, or meeting new people and experiencing new cultures?

Maybe you have, and thought that it was inaccessible or out
of reach. Let me tell you, it’s not!

Like you, I had a keen interest in international travel,
and wanted to get out of the USA.

I was a somewhat seasoned IT professional. Life was great,
until the bottom fell out of the IT Market in the 90′s. . . I realized that I
was competing against people from all around the world, in a market I wasn’t
really that interested in, and that if I wanted to stay ahead, it was going to
require continual study, certification and re-certification for the rest of my
life.

So I decided to take off. Initially, I worked for a
management consulting company in India that outsourced Contact and Call centers
from the West. I did really well, and ended up being a vice president of that
company. Later, I taught English in China, India, and finally, in Thailand,
where I’ve stayed ever since.

Teaching English or ESL can be a very rewarding experience
for the right person. In many cultures, teachers are held in very high esteem,
and you’ll make a great salary, that will allow you to live a very comfortable
life.

If you want to land that dream ESL Teaching jobs, there are
a few tips that will help you out immensely.

Look for jobs in the country where you want to teach.
It’s relatively easy to find jobs in China, Korea, Japan, etc. online, but you
never know what you’re getting into until you’re there. It’s a great idea to
go ahead and get a “lay of the land”, take a look at the school in question,
and meet and talk with some other ESL teachers who you will work with.
They’ll be able to give you lots of great information on the potential job
that will help you make a better decision.

In some countries, like Thailand
and many others, it’s difficult to get hired from outside of the country. So
just plan on a short vacation, that may turn into a long term stay, and be sure
to take enough money to return home, or to another country you’re interested in
if things don’t work out.

Dress to impress! You don’t need to show up for an
interview wearing a three piece suit, but you need to look like a teacher. A
nice, ironed/pressed shirt, a pair of slacks, and ALWAYS a tie should serve you well.

Bring copies of all of your qualifications with you to
an interview. You’ll need copies of your original Bachelors degree, any TEFL
or ESL teaching certifications you have, and in some countries like Korea,
you’ll need originals of your transcripts from university.

Get a ESL/TEFL teaching certificate! There are lots out
there. The most recognized is probably the CELTA, offered through Cambridge
University at many locations throughout the world. The CELTA is a four week
course with an observed teaching practicum. If you’re looking for the better
jobs in the EFL/ESL world, CELTA is definitely the way to go. There are lots
of other certificate programs that you can choose from, and even many online.
Just remember – If you’re interviewing against similarly skilled and
experienced candidates, the better your credentials are, the better your
chance of landing the position!

Emphasize ANY teaching and/or training experience that
you may have had on your resume. If you taught a Sunday school class at your
Church, have trained people at work, or have any relevant experience with
children or education and training, this is much more important than being the
A1 bean-counter of the year at your previous position.

Talk with other teachers and learn about their classroom
management style. This is a key factor, especially in teaching young
learners. You may bet the worlds most gifted grammarian, but if you can’t
lead a classroom of energetic 10 year olds, you’ll be lost, or burn out very
quickly!

Try to learn all of the subtleties of the culture that
you can, and especially the ones which will affect your job of teaching ESL!
For instance, in many Asian cultures, children are VERY reluctant to tell you
the names of their parents, because the other students will call them by their
parents name. This may not seem like a big deal to you, but for the students,
its something of an insult to their family and specifically their parents.
So, if you have an exercise in your course material where the student tells
their name, their favorite food, the names of their family members, etc. you
may want to adjust this to fit the specific culture you’re teaching in.

Once you begin teaching ESL, you’ll learn to rely on your
colleagues who are more experienced, and who are successful as ESL/EFL
teachers. With young learners, make classroom management your main priority
from the start, and you’ll reap the rewards of a great class later on!

If you’re interest in more information and articles about
teaching English as a second language or English as a foreign language, please
visit the public website of The World ESL Society at

http://www.eslsociety.com

Article Source: http://EzineArticles.com/?expert=Jon_Cemenuk

In the modern world of teaching jobs, these certificates are considered even more important that the passports we have. Some countries do not even allow people to search for teaching jobs without a proper police clearance certificate. Different countries give a different name for this record; nevertheless it can be defined as any document that is capable of giving a complete background description of ourselves and the fact that we do not have a criminal or conviction record before. This document is to be provided by everyone who wishes to apply for a teaching job abroad, regardless of whether they have been convicted or not.

There are certain countries where you will be able to get teaching jobs without a proper clearance certificate; however, you will be at your own risk in such situations, as they might lead to termination of your work order at any point of time.

Thailand has been the most recent victim of this issue as an American teacher was arrested by the immigration officers from America in the month of August, in the year 2006. The arrest was made in Thailand and as the arrest was made for a murder charge on him, this incident was greatly publicised all over the world. Hence, there are very strict and rigorous background information checkups for teachers applying for the teaching jobs in Thailand.

The certificate needs to be taken along with us at all times and it is always best to keep a set of copies at home after which you are free to take the original along with you when you leave for the workplace abroad. It should be available with you all times in original and they are not allowed to be used in scanned or digital formats. Also, after the contract period, it is important to get a police clearance certificate from the police in the country where you had been working; this will help you in maintaining a perfect record of yourself for the future.

This additional precaution helps you in proving your clean record to the next institution, to which you apply for a teaching job. In countries like New Zealand, United States of America, United Kingdom and Australia, separate divisions like the Ministry of Justice in Wellington, the local police, Criminal Records Bureau check and the Australian Federal Police in Canberra can issue a certificate to this effect.

Visit our Key Personnel Website for a wide selection of teaching jobs London

Article Source: http://EzineArticles.com/?expert=Thomas_Radcliff

Singapore has a lot to offer which other countries don’t. Firstly, in the region of South East Asia, TEFL/ESL salaries far outstrip those of neighbouring countries. Teachers can expect to start at USD 2500 a month, most likely beating the USD 3000 mark. While the cost of accommodation may seem high on this small island, other costs such as transport and food are incredibly cheap when compared to the Europe, and even the US. This provides for a very comfortable lifestyle indeed, where teachers can experience the world famous diverse cuisine, spend money travelling, and of course save.

The job search in Singapore is undeniably best done on the ground when you get there. This is convenient as Singapore is a major international flight hub, and visitors from native English speaking countries can enter freely for stays between 30 – 90 days. While arriving with nothing may worry some teachers on a shoe-string budget, it is important to remember that unlike Japan, costs are low, and the market isn’t already saturated by other English teachers in the same boat. Some jobs are advertised online, mainly on TEFL.com and ESL Cafe’s international job board. However, these may not necessarily be the best deals, and the on the ground job search allows you to negotiate an all round better deal.

Who will employ you when you get there? For an island with a population of around 4 million people, Singapore has a high density of Educational colleges and private institutes. There is a palpable feeling in the air of everyone trying to better themselves. This means business and money to the TEFL/ESL teacher. A CELTA/Trinity TESOL candidate’s best bet, like elsewhere in the world, is to contact the major private language chains; Berlitz, The British Council, Cambridge Institute, GEOS, Linguaphone, Shines Education, Wall Street Institute and many more that are dotted along Orchard Road. Job opportunities can also be had in the Straits Times online job classifieds at st701.com. The benefits of turning up on the spot are obvious; it will look like you’re in it for the long(ish) haul, you can impress with a professional appearance and demeanour, and more importantly, you can negotiate your salary with your future employer.

It will please many aspiring applicants to know that TEFL/ESL job seekers in Singapore don’t necessarily need certification in CELTA/Trinity TESOL, although it will drag down your salary. More important is having a recognised, three year degree, which the government requires for immigration purposes. Don’t let this worry you though. Obtaining the necessary Employment Pass is a very simple process, merely requiring some forms to be filled in. This can be done in Singapore and you don’t have to leave the country to complete the process at a High Commission of theirs. It may be of interest to note that if you earn above SGD 4000 a month, you don’t need to undergo a medical examination.

Who will you teach is an often underestimated question and it is very important to note that teachers are extremely unlikely to be actually teaching native Singaporeans. Having been a colony of the United Kingdom until 1963, and having English as the official language, means English is very well established there. This may not be reflected in standards of local English, but for the most part, this is dealt with by the government during a child’s education. You are far more likely to be teaching (in quantity order from my experience) mainland Chinese, Korean, Vietnamese, Indonesian, Malaysian, Filipino, Japanese, Thai, and even Burmese citizens. This provides for a very enjoyable experience because, more than likely, you’ll have multilingual classes to teach. Furthermore it may be exciting to note that Singapore has far less kids’ classes than the rest of Asia. Naturally, this is due to the fact that English is the language of class in state schools.

Moving on from just the aspect of work, Singapore as a destination for expats, offers a very comfortable tropical lifestyle. The weather is characterised by two distinct seasons; wet and dry, and every day is hot! The vast majority of schools will employ air conditioning though to make the teaching experience far more comfortable. Singapore is renowned for its multi-ethnic cuisine. The real joy of living there is being able to choose from Chinese, Malaysian, Korean, Thai, Vietnamese and European cuisine every day. Food is incredibly cheap, with amazing outdoor (but covered!) food courts providing for a fiesta of food to brighten any day. Fresh fruit juices and exotic cut fruits at rock bottom prices will make you feel great.

Accommodation on the island is where serious thought must be considered. Occupying a relatively small island with 4 million people naturally means rents are high – far higher than neighbouring countries. The vast majority of people occupy an apartment in a block of flats. These come in two levels of quality; HDB (a form of public housing provided by the government) and condominiums (high quality private apartments, usually but not always, with shared facilities like swimming pools, gyms etc). HDB flats are generally older and of lower quality (and sometimes without air con), but are of course cheaper. Condos can be anything from satisfactory to breathtaking. Rents for HDB flats start at around SGD 800 a month, with condominiums starting at around SGD 1500. Obviously, costs depend on a lot of factors, location being a major one. My own private recommendation would be to look for a refurbished HDB flat, rather than a cheaper, lower quality condo. I would also strongly dissuade anyone from seeking an apartment around the long Geylang Road, being the red light district, as it is extremely seedy.

In terms of cultural and leisure activities Singapore has somewhat to offer. Firstly, let’s deal with the common derisory remark that Singapore is one large shopping mall. This is true to an extent, and there are very many malls. This will obviously be music to the ears of those who like shopping, and potentially nightmarish for those who don’t. Sampling new food at food courts and restaurants is a very special Singapore experience, as is exploring the different quarters; Chinese, Indian, Malay, Korean, and Thai. The centre of the island is still virgin jungle and ideal for trekking, most notably Bukit Timah and Macritichie Reservoir Park being the most authentic jungle. Beaches are OK in Singapore, but the sheer amount of large boats out in the harbour may discourage you from swimming. An array of smaller islands around it are also great for exploring; particularly Kusu, Ubin, Lazarus and haunted Hantu. The island resort of Sentosa is usually very busy and a bit overrated in my opinion for leisure and entertainment.

In conclusion, for an aspiring teacher looking for a place to start, or for an experienced one seeking a fresh start, I would strongly recommend Singapore. Reasons of income, food, and climate make this a very attractive destination for TEFL/ESL. Flexible immigration makes this a good place to make your TEFL/ESL debut, while the above factors make the city a great place to linger for a few years. Singapore offers enough of the great things about Asia while low on the downsides that make other countries harder to live in such as crime, pollution, begging/touting. So, when considering Asia as an English teaching destination, don’t rule out the Lion City.

Will Pearson taught in Singapore from 2007 to 2009 at Shines Education and the Cambridge Institute. After completing his stint there, he returned to the United Kingdom to devote his time to developing supplementary TEFL/ESL materials. In October 2009 he set up http://www.handouthub.com a site where English teachers can subscribe to download photocopiable TEFL handouts and ESL worksheets for use in their classes. Will currently lives in Madrid, Spain.

Will Pearson

http://www.handouthub.com

Article Source: http://EzineArticles.com/?expert=Will_Pearson

Qualifications
There are institutions that provide TEFL certification across the globe, but there is no internationally recognised independent accrediting organisation that overlooks the issuing of these qualifications. TEFL providers tend to get their certificates accredited by organisations within their region that are able to approve teaching qualifications.

Finding Employment
Take a look at Jobs Abroad with i-to-i. More Info

Wages Worldwide
As with all jobs a TEFL teacher’s rate of pay depends on length of service, experience and the employer. There are other more specific factors that apply to teaching abroad, such as the threat of terrorism or military action, duration of the teacher’s contract and the economic status of the country. Do not always be put off by what appears to be a low wage; it could be enough to provide a high quality of life.

The highest pay for teachers on short-term contracts is in the Middle East. Demand for English classes far exceeds the number of teachers so Taiwan, Japan and South Korea are all popular locations for travelling teachers.

Be aware that in some countries it is possible to set up private language schools without any restriction on teaching standards or staff wages. Unscrupulous businesses use these schools to exploit both teachers and students, so be careful and research any school you are considering working for.

Teaching in Europe
Since English is widely regarded as the international language of business and one of the three internal languages used by the EU there is a high demand for teachers in Europe. Positions are available in both the private and public sectors and offer a good standard of living for well qualified tutors.

Teaching in Asia

Hong Kong
As a former colony of the British Empire, the English language is still very important to people in Hong Kong and is taken very seriously. Graduates will find an abundance of part-time teaching positions that pay very well.

Japan
The JET (Japan Exchange and Teaching) programme offers teachers the opportunity to work as a teaching assistant in Japanese schools. It is also possible to find employment in private language schools and universities.

South Korea
There is a huge demand for teachers in South Korea. Employers are often willing to offer high rates of pay, free accommodation and even cover the costs of a round-trip airfare in order to secure the services of teachers.

It should be noted that the demand for teachers is partly due to the terrible reputation that South Korea has for exploiting foreign teachers. Be careful and find yourself a school with a good reputation.

Taiwan
Taiwan has a very well regulated and organised ELT industry with a wealth of opportunities for qualified teachers. Teachers can usually find employment in private cramming institutes or ‘bushibans’ which teach younger students for university entrance examinations. The average wage is around $2000 USD a month.

Thailand
Due to restrictions on foreigners taking up non-skilled jobs in Thailand, teaching English is often the only way to make money. Thailand does have a good range of employment opportunities and although salaries are fairly low, people are attracted by the lifestyle. Recent controversy involving foreign teachers in Bangkok has led to the Thai authorities tightening visa and work permit regulations.

Chris Soames – Online TEFL courses with over 20,000 course graduates each year, international accreditation and certification recognised by schools worldwide.

To Teach English abroad is the perfect opportunity for any English speaker to explore the world and immerse themselves in new cultures. Whether you’re a trained teacher or a complete beginner, a TEFL qualification is your ticket for the journey of your life.

Contacts For interviews, images or comments contact: Chris Soames Marketing & PR Email: chris@i-to-i.com – http://www.onlinetefl.com

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Why don’t they ask questions? Let me answer that from my experience teaching in Thailand. It holds true throughout Asia and may vary by degree. A young child in Thailand is taught that ‘father knows best’. There is no need to think. Father will tell you what to do. In school, the teacher knows best. Copy down what the teacher puts on the board. That is what will be on the exam. There is little transfer of learning. Change the wording on the exam and most of the students will probably not be able to answer the question.

Later, in business, you don’t have to think, your boss will tell you what to do. Granted, this may be an oversimplified view but in essence it is what happens.

Now, add to that the concept of ‘face’ which is prevalent throughout Asia though virtually unknown in North America and other Western countries. If a student asks a question in class, s/he leaves her/himself open to two possible ‘loss of face’ scenarios. By asking a question, it implies that a) either the teacher did not explain the topic well enough for the student to understand – thus opening up a loss of face situation for the teacher in front of the class, or b) the students was too dumb to have understood what the teacher was saying and so the student loses face amongst her/his classmates. While this may seem ridiculous to some and a little odd to others, believe me, it is a fact of life in Asia – at least in the oriental countries.

Since neither situation is a good one to initiate, it is better to avoid the problem by not asking the question – at least not in class. The student may opt to speak to the teacher outside the classroom after class or sometime later when there is no one else around. Loss of face is a serious issue in Asia, potentially even fatal. I kid you not. Teachers in Western countries who have newly-arrived Asian students should at the very least be aware of ‘face’. These students become ‘westernized’ quickly though.

I think the situation is changing as more and more students are exposed to western thinking, teaching and culture but within Asia traditions die hard.

The ‘face’ issue goes hand-in-hand with a concept that I have termed ‘The Cyborg Effect’. If you recall the Cyborg from Star Trek in their gigantic metal cube, these creatures functioned as individual bodies but one linked mind. In Thailand, students sit in pairs generally. Ask one student a question and you will not usually get an immediate response. The student will turn to her/his partner and confer. You will then receive a collective answer. In some ways this is good. However, it makes it difficult to assess individual student knowledge.

If you would like a copy of my eBook “Introduction to Teaching Overseas”, contact me at rwftaylor@gmail.com

Dr. Robert Taylor has been teaching English in Thailand for close to ten years. He also teaches the e-learning TESOL course for Sunbridge Institute of English. http://www.teachesl.org

Article Source: http://EzineArticles.com/?expert=Dr._Robert_W._F._Taylor

If you are not in a hurry, such as still working on your degree, and have the opportunity to take a vacation, I would highly recommend holidaying in the place you think you would like to teach – especially if you have never been to that part of the world, indeed, that country, before. This will give you a chance to check out the country, food, ease of travel, friendliness and helpfulness of the people as well as such things as accommodation, schools and availability of school resources (textbooks, CDs, e.g.). If you are getting close to being available to teach, you may even take your resume with you and go to see some schools. Some people fall in love with the area they are visiting and make an instant decision to stay there for one reason or another. Teaching is often the easiest way to do this, stay in the country legally and earn a living. Here, though, is where you have to be careful and this is the main reason why it is better to apply from home.

If you apply locally (such as while on vacation), the school may consider you as a ‘local hire’ and be reluctant to pay return airfare, settling in allowance, housing allowance and/or a contract completion bonus. You want to try for as many of these benefits as you can get in your contract because the value adds up. If the school is willing to pay for a trip home every year, or even every second year, this is a benefit well worth having. Airfares are often more than a month’s salary (unless you are working in an international school). Once you have these benefits in your contract, they will form part of your renewal benefits as well. If you apply from home, it is much easier to negotiate these benefits into your contract.

Another reason for applying from home is that it is often easier to go through the visa process. For example, teachers going to Thailand, start by getting a 90-day non-immigrant B visa in their home country. This allows them to travel to Thailand and work as a teacher while their papers are processed locally. The school then has this converted to a one-year visa, obtains a teacher’s license from the Ministry of Education and a Work Permit from the Department of Labor. It is a time consuming process. Schools with a number of foreign teachers on staff generally have a good working relationship with the various government departments and the process is quite painless. You may also need a letter from your local police department stating that you are not on America’s Most Wanted or anybody else’s list. Some countries, such as Thailand, insist on seeing your original diplomas and supporting documents. Here is another reason to apply from home since you are not likely to take these on vacation with you. South Korea, on the other hand, accepts copies of diplomas provided they have been certified by the nearest Korean Embassy or Consulate. Again, this is easier to do from home.

In summary, when you are ready, you are usually best to apply from home. Find out first exactly what you will need to take with you. Schools can tell you, or the local embassy or consulate, or the recruiter if you are using an agency. There is never a problem with having too much knowledge.

Dr. Robert Taylor has been teaching English in Thailand for close to ten years. He also teaches the online TESOL course for Sunbridge Institute of English http://www.teachesl.org

Article Source: http://EzineArticles.com/?expert=Dr._Robert_W._F._Taylor

Prior to securing my position as an international teacher in Thailand, I worked for more than three years in the United Kingdom. While I enjoyed my time there and learned a lot from my colleagues, there were parts of the job I didn’t like, and at times found a little soul destroying. That’s one of the reasons I now teach at an international school.

When I was teaching in England, I often found that I spent a considerable portion of my time on discipline. This was time that was taken away from my role as an educator and affected the chances of my students excelling. In my role as an international educator, I don’t have half or even a quarter of the discipline issues I had when I was teaching in England. It’s not because I teach less students, I still teach classes of 23 to 25 students. The reason I spend less time on discipline is because teaching is a respected profession in Thailand and therefore teachers are treated very well by the whole community.

Here in Thailand the majority of students are motivated to succeed academically. The whole school has a culture of rewarding success; academic successes, sporting successes and creative successes. This is in part because we are in Thailand, but it is also an integral component of the educational philosophy in the International Baccalaureate Organization’s (IBO) curriculum. In the UK I was constantly giving of myself to keep my students motivated and believing that they could achieve well if they put in the effort. After a while this became draining. Now I can concentrate on delivering content and opening my students’ eyes to the wider world around them because they are so motivated to learn.

I really feel that I am part of the community of my international school. My students greet me when I walk into school in the morning and they will greet me and stop to have a conversation with me whenever they see me on the street. There is a strong parents’ association that I can call upon for assistance if I am running an event or need extra adult supervision for an activity. The majority of my students have aspirant parents who support them in their studies, sporting and creative activities. In the UK parental support was not always forthcoming and nor were the students always polite.

One of the keys to being a great teacher is continuing to invest in your own education and development. That’s why many of us have professional development guidelines written into our contracts. From the school I taught at in the UK I received two days training that was aimed specifically at me or my subject area in over three years of teaching there. While this wasn’t the only professional development I received in that time I can honestly say that the only other training that was specifically targeted to meet my needs were courses that I found and paid for myself. Teaching abroad, I now have a professional development budget in excess of $US300 per year. Last year I attended a 3 day workshop in Singapore on the IBO curriculum, and this year I have attended a 4 day summit. Should I choose to do a Master’s degree, my school will pay part of the cost, and give me a salary increase once I have completed it.

You can experience many benefits from teaching overseas. I feel more enthused about being an educator now that I am teaching here in Thailand, and while I wouldn’t like to say that I will never teach in a state school again, I would certainly think carefully about any position offered to me.

If you are not feeling the passion for education that originally inspired you to become a teacher, perhaps you should be looking at moving overseas. An additional benefit is that they salary is better than I was getting in the United Kingdom as well!

For more information on kick-starting your international teaching career visit TeachOverseas.info and sign up for Kelly’s free newsletter. If you are ready to start job-hunting now, read Kelly Blackwell’s The Complete Guide to Securing a Job at an International School before you do anything.

Article Source: http://EzineArticles.com/?expert=Kelly_Blackwell

The number one reason that Western men travel to Pattaya is to meet and interact with Pattaya girls. Thailand is known the world over for its beautiful women and the girls of Pattaya are the best that Thailand offers.

Getting to know the Pattaya girls isn’t hard to do, but if you’re really considering a serious relationship with one of the ladies of Pattaya, then its helpful to understand the culture and background of these beautiful women.

So, who are these Thai girls who flock to Pattaya to work in the hundreds of bars, discos, and go-go clubs that can be found there?

The majority of the girls that work in Pattaya come from a large region of Northeast Thailand known as Issan. Issan is actually comprised of several individual provinces. The area takes up the whole eastern portion of Thailand and has Laos directly to the north and Cambodia directly to the south.

To understand the girls of Pattaya you have to understand the culture of Issan. Issan is culturally influenced by Laos. In fact many of the girls in Pattaya speak both Thai and Lao.

The economy of Issan is agrarian and the primary source of income in the region is rice growing. Most of the girls who make it down to Pattaya are farmer’s daughters, literally. They were raised on primitive farms where they helped out with the planting and harvesting starting at a young age. Their families are extremely poor.

Family life and the security of the family are very important to the girls of Issan. For them the family is the most important part of their life. The girls have the responsibility of taking care of and supporting their parents and grandparents. All of the working girls in Pattaya send money and gifts back home the family in Issan whenever possible.

The girls of Issan are not well educated. Even though the government provides schooling only up through the 12th grade and there are plenty of schools throughout the region, most of the girls drop out of school after the 8th grade. In the poorer communities it’s even worse, with a lot of the girls dropping school after the 6th grade so that they can go help on the farms. They literally grow up in the rice fields.

It’s not surprising that the girls try to escape their poverty by traveling to Pattaya in search of a more exciting lifestyle and the prospect of meeting a Western man who is able to support them and their extended family back in Issan. In fact, in Issan the girls are traditionally taught that it’s preferable to marry-up in status.

It’s easy for a first time visitor to be smitten by the beauty and allure of the Pattaya girls. Many a traveler has quickly fallen in love with a girl from Pattaya after only knowing her for a few days. Long term success in a relationship is not as easy, however. You have to take into consideration the huge cultural divide that exists between the typical Issan girl and the typical Western man. It’s going to take a lot of work to make a relationship succeed.

I’d like to invite you to learn more about the beautiful and alluring Pattaya Girls by visiting the Pattaya Girls Blog where you can see pictures, pickup travel tips, and get insider information about how and where to meet them. It’s your all-in-one resource for planning your next trip to Thailand.

Article Source: http://EzineArticles.com/?expert=Frank_Speigle