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GPTS NASM Group Training Specialist basics | [HOSTED-SITE]
GPTS basics - NASM Group Training Specialist Updated: 2024
Exam Details:
- Number of Questions: The number of questions in the NASM Group Training Specialist (GPTS) exam is typically around 100 to 120 multiple-choice questions. However, the exact number may vary depending on the certifying organization or program.
- Time: Candidates are usually given a set time limit to complete the GPTS exam, which is typically around 2 hours. It is important to manage time effectively to ensure all questions are answered within the allocated time.
Course Outline:
The GPTS certification program is designed to assess the knowledge and skills required to effectively lead and instruct group training sessions. While the specific course outline may vary depending on the certifying organization (e.g., NASM - National Academy of Sports Medicine), the exam generally covers the following key areas:
1. Group Training Fundamentals:
- Principles of group training
- Role of a group training specialist
- Safety considerations in a group training setting
2. Program Design and Planning:
- Assessing client needs and goals
- Designing effective group training programs
- Progression and regression strategies for different fitness levels
3. Exercise Technique and Instruction:
- Proper form and technique for various exercises
- Cueing and demonstration techniques
- Modifying exercises for different individuals and groups
4. Class Management and Engagement:
- Creating a positive and motivating environment
- Effective communication and leadership skills
- Managing group dynamics and individual needs
5. Safety and Injury Prevention:
- Warm-up and cool-down protocols
- Proper spotting and equipment usage
- Identifying and addressing potential injury risks
6. Special Populations and Modifications:
- Training considerations for different populations (e.g., seniors, pregnant women)
- Modifications for individuals with injuries or limitations
- Inclusive and adaptable programming for diverse groups
7. Business and Professional Development:
- Marketing and promoting group training services
- Client acquisition and retention strategies
- Professional ethics and standards
Exam Objectives:
The objectives of the GPTS exam typically include:
- Assessing the candidate's understanding of group training fundamentals, including safety, program design, and class management.
- Evaluating the candidate's knowledge of proper exercise technique and instruction for a variety of exercises commonly used in group training.
- Testing the candidate's ability to create engaging and effective group training sessions for different fitness levels and goals.
- Assessing the candidate's understanding of safety protocols and injury prevention strategies in a group training setting.
- Evaluating the candidate's knowledge of modifications and considerations for special populations participating in group training.
- Testing the candidate's understanding of business and professional development practices relevant to group training specialists.
Exam Syllabus:
The specific exam syllabus for the GPTS may vary depending on the certifying organization. However, the following courses are typically included:
1. Group Training Fundamentals:
- Principles of group training
- Instructor roles and responsibilities
- Group dynamics and motivation
2. Program Design and Planning:
- Assessing client needs and goals
- Designing effective group training programs
- Progression and regression strategies
3. Exercise Technique and Instruction:
- Proper form and technique for exercises
- Cueing and demonstration techniques
- Exercise modifications and variations
4. Class Management and Engagement:
- Creating a positive and motivating environment
- Communication and leadership skills
- Managing group dynamics and individual needs
5. Safety and Injury Prevention:
- Warm-up and cool-down protocols
- Spotting and equipment usage
- Identifying and addressing injury risks
6. Special Populations and Modifications:
- Considerations for different populations (e.g., seniors, pregnant women)
- Modifications for injuries or limitations
- Inclusive and adaptable programming
7. Business and Professional Development:
- Marketing and promoting group training services
- Client acquisition and retention strategies
- Professional ethics and standards
It is important to note that the specific courses and depth of coverage may vary depending on the certifying organization offering the GPTS certification. Candidates should refer to the official guidelines and study materials provided by the certifying organization for the most accurate and up-to-date information.
NASM Group Training Specialist Trainers Specialist basics
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GPTS
NASM Group Training Specialist
https://killexams.com/pass4sure/exam-detail/GPTS Question: 68
What type of instructor promotes dependence, intimidates participants, presents
unattainable goals, and focuses on the “quick fix” (other than a soon-to-be-fired-
instructor)?
A. The facility-centered instructor
B. The participant-centered instructor
C. The goal-centered instructor
D. The teacher-centered instructor Answer: D
The teacher-centered instructor promotes dependence in class members, tries to
win influence through intimidation, creates an unrealistic picture and presents
easy answers or “quick fixes”. In contrast, a patient-centered instructor provides
consistent encouragement, has knowledge of attainable goals, fosters
independence in participants and is centered on reality. Question: 69
The American College of Sports Medicine (ACSM) recently released a document
entitled “Quantity and Quality of Exercise for Developing and Maintaining
Cardio respiratory, Musculoskeletal, and Neuromotor Fitness in Apparently
Healthy Adults: Guidance for Prescribing Exercise”. This paper gave a definitive
answer to the age-old Question:
A. Which disciplines are legally permitted to work with clients?
B. How much exercise is actually enough exercise?
C. What is the minimum age at which children should be permitted to participate
in weight training?
D. What are the gold-standard methods for adapting any exercise for the client
with a disability? Answer: B
The American College of Sports Medicine 2011 position paper remains in sync
with the landmark 2008 report “Physical Activity Guidelines for Americans” by
answering the perennial Question: How much exercise is enough? The
document provides exercise prescription recommendations for the apparently
healthy adult. Question: 70
One of the most noticeable physical differences between men and women is the
presence - or absence -- of body fat. Because men do not need nearly the quantity
of essential body fat, their total amount of fat is often much lower than their
female counterparts. What is the ESSENTIAL level of body fat for women?
A. 2-5%
B. 6-9%
C. 10-13%
D. 12-16% Answer: D
Women need approximately 10-13% body fat to live. Keep in mind that essential
body fat is different from the recommended minimums suggested to women;
essential body fat is the amount of fat thought to be essential to the preservation
of life. This level provides the minimum fat needed to properly cushion organs,
coat nerves and provide immediate energy stores. Question: 71
The efficiency of the human heart is a beautiful thing. All four chambers work in
a beautiful, synchronized effort to do one thing well: push blood. When disease
compromises the heart’s ability to function, the result is often a reduction in
“ejection fraction” (EF) or the percentage of the end diastolic volume ejected with
each contraction. What is a normal value for EF at rest?
A. 50-60%
B. 60-70%
C. 60-80%
D. 70-80% Answer: A
Ejection fraction is basically a measure of efficiency: how much blood is pushed
and how much is left lingering in the heart? At rest, the normal human heart is not
nearly as efficient as during exercise; only 50-60% of the end diastolic volume is
pushed out of the heart with each contraction. Question: 72
One of the methods that fitness facilities use to reduce risk is to make use of
screening questionnaires, especially for members who are at high risk for
cardiovascular disease. Which of the following is an example of such a screening
tool?
A. Physical Activity Readiness Questionnaire
B. Functional Independence Measure
C. Short Form 36 Health Survey
D. Informed Consent Form Answer: A
The Physical Activity Readiness Questionnaire (PAR-Q) is a popular screening
tool used by fitness professionals to assess an individual’s readiness for exercise.
This tool can point-out at-risk individuals who should be referred to their
physicians or physical therapists prior to initiation of an exercise program. The
Functional Independence Measure (FIM) and the Short Form 36 are both
examples of assessments tools used in the rehabilitation field. Question: 73
Departing the club after teaching a particularly stellar Weight Training class, you
notice a woman lying at the bottom of the stairs, moaning and clutching her ankle.
As the first responder on the scene, you assess the situation and note the following
signs and symptoms in the victim’s ankle: significant swelling, bruising, an
inability to weight bear, and a difference in angle and positioning from the other
side. Which of the following is MOST likely to be the cause?
A. Bone spur
B. Strain
C. Fracture
D. Tear of cartilage Answer: C
Fractures are serious events, both because of the damage to the bone itself and
because of the cascade of events that occur as the body responds to the injury.
One of the key signs of fracture is a deformity or angulation, especially notable
when comparing from side to side. Severe ligamentous tears (not offered as an
option in the answers) can cause similar symptoms to a fracture, including:
swelling, bruising, an inability to bear weight, an audible noise at the time of
injury, severe pain, severe weakness and loss of function. Massive ligamentous
tears can even cause joint deformity. Thus, it is essential that the victim seeks
medical care to determine the nature of the underlying injury. Question: 74
In an emergency situation, skin color can provide excellent insight into a victim’s
health status. Grayish, pale skin is MOST indicative of which of the following:
A. Heat exhaustion
B. Liver disease
C. Poor circulation
D. Head trauma Answer: C
Grayish, pale skin is often an indication of poor circulation. During emergency
situations, once the victim is stable, the responder should do a secondary
assessment which includes an examination of skin color. Warm skin with pinkish
tones tells a better story about the victim’s status; it tends to show that both
circulation and oxygenation are occurring. Question: 75
Under normal circumstances, brain death will occur in the absence of oxygen in:
A. 3-4 minutes
B. 4-6 minutes
C. 7-10 minutes
D. 10-12 minutes Answer: B
On average, it takes the Emergency Medical Services (EMS) 7-10 minutes to
arrive at the scene which is particularly problematic as brain death will occur in 4-
6 minutes in the absence of oxygen. Under unusual circumstances, such as with
immersion in cold water, brain damage can be delayed because of the retardation
of cellular processes.
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https://killexams.com/exam_list/TrainersWhy ISSA’s Corrective Exercise Course Stands Out: A Trainer’s TakeNo result found, try new keyword!A certified personal trainer tests and reviews the ISSA Corrective Exercise Specialist course to see if it is worth adding to your skill set.Thu, 04 Jan 2024 15:41:00 -0600text/htmlhttps://www.si.com/showcase/fitness/issa-corrective-exercise-reviewClimate training for construction workers coming soon
So many tradespeople — whether they know it or not — make positive climate impacts through their day-to-day work.
Take the bulldozer operator in Newfoundland who didn’t think of himself as a strong climate advocate even though he always took care to save topsoil on construction sites. It wasn’t until he was interviewed by climate experts about his work that he realized by saving the nutrient-rich soil, he was also helping keep carbon in the ground and out of the atmosphere, said John Calvert, an academic who researches climate change and building trades.
As a training instructor, the heavy equipment operator now passes this lesson on to apprentices, impressing upon them the importance of not contaminating streams and properly moving and storing topsoil on construction projects.
Get daily news from Canada's National Observer
Canada’s Building Trades Unions (CBTU) is setting out to up the entire building industry’s climate knowledge with a new training initiative focused on the role of the trades in addressing and adapting to climate change.
“I want construction workers to be talking at the dinner table about what they did that day, at work, that's gonna save the planet,” said Lee Loftus, a longtime building trades worker who is involved in the Building It Green project.
“I want construction workers to have a better grasp about the benefits of the work that they do and what it means for the future of their children [and] their grandchildren.”
The idea is to enroll as many trades instructors as possible in a free, short online course on the basics of climate change followed by a more comprehensive in-person training session. These instructors will take that knowledge back to training centres and union halls and pass it on to trades apprentices.
By starting to incorporate climate change into the schooling for trades apprentices, CBTU aims to arm the upcoming generation of workers with the knowledge to help fight against a warming world.
Right now in Canada, building trades curriculum provides apprentices with technical skills that they need to succeed. But it largely misses the connection to climate and the role the building industry has on lowering our carbon footprint, said Calvert, one of the academics involved in the research stage of the project, which kicked off in early 2021.
In the new year, @CDNTrades will start training trades instructors on climate basics so they can pass their knowledge on to apprentices and arm the upcoming generation of workers with the goods to help fight against a warming world.
Greenhouse gas emissions from buildings and homes accounted for 13 per cent of Canada’s GHG emissions in 2021, and reducing the energy consumption in new buildings and retrofitting existing buildings is an important part of meeting Canada’s — and the world’s — climate targets.
Calvert’s research on European jurisdictions found much more precise work and attention to detail is required to build energy-efficient buildings. It requires skilled workers who must first understand the importance of their specific role and how their work interacts with other stages of construction to ensure the end result is up to standard.
If corners are cut and a component isn’t done properly that makes it hard for the next workers to do their job, said Calvert, noting employers are often the culprit with cost-saving, corner-cutting measures. Workers know what to do, but they need to know why it's important. Calvert pointed to the bulldozer operator he interviewed, who grew up hearing his farmer father telling him topsoil is invaluable because it takes 1,000 years just to grow an inch of it.
“If you do it properly and save it, as opposed to just sort of plowing [it] under, you're doing something very valuable for the environment,” said Calvert. This is what the bulldozer operator does, but workers without an understanding of why this dirt is important have no reason to care about handling it carefully.
Knowing your meticulous work “is actually contributing to a better climate gives you a sense of job satisfaction,” said Calvert. For tradespeople who have already completed their training and are fully certified, there aren’t opportunities to learn about the climate connection on the job, he said.
Fuelled by $4.7 million from the federal Union Training and Innovation Program, CBTU’s pilot project aims to parse out the climate impacts unique to each trade and train instructors from all the different trades to disseminate the information within their union.
More than 50 trades instructors were interviewed to inform the curriculum. Many were excited about the initiative and already looking for ways to incorporate the climate question into their work, said Kristina Porter, a curriculum design specialist with SkillPlan. Arming instructors with knowledge of climate basics and accessible educational materials is key. So is helping instructors present the information and navigate difficult conversations. She says it’s no secret “there is a bit of fear” among tradespeople who work on fossil fuel-connected projects and what addressing climate change will mean for their careers and futures.
“It's important to be able to give trainers a way to talk about this in a positive and problem-solving, solutions-based kind of way so that it's not political,” said Porter. Instead of getting mired in climate science and trying to convince people of the threat, Porter recommends instructors approach it like this: “This is a problem. We're people who can solve problems. Let's see what we can do about this.”
Framing the discussion this way makes it easier and less overwhelming to talk about climate change and jobs, said Porter. The shifting economy also brings new job opportunities to the fore, from electricity transmission infrastructure to large-scale building retrofits.
Some people have this perception that construction workers are “redneck, knuckle-dragging, greedy, play-hard-party-hard type of people,” said Loftus. “We're not. The work we do is phenomenal.”
Many tradespeople do more for the climate in an eight-hour shift than most people do in their lives, said Loftus, pointing to the impact of his 48 years of work as a mechanical insulator. This lesser-known trade involves installing insulation around key mechanical components and pipes, which, if done right, does wonders for a building’s energy efficiency.
Starting in 2024, CBTU will take the next step for the multi-year project and roll out a pilot program to recruit union instructors to take the training. Porter is excited to see how it plays out.
“It takes time for people to go through their apprenticeships but once they do, it doesn't take that many years before they can be in these places where they are making decisions [as] a foreman or superintendent at their site,” she said. These workers will have the knowledge to inform those around them and push back when employers want to cut corners on a jobsite.
“When you see your job making a difference in terms of climate change, if that's something that's close to your heart … I think it's something that can make you feel really proud of what you do,” said Porter.
“Of course, not all apprentices care about these things, not everybody on the planet cares about these things,” she said. “But we're hoping to increase awareness and I think with more awareness, more knowledge, people will care more.”
Natasha Bulowski / Local Journalism Initiative / Canada’s National Observer
Wed, 27 Dec 2023 20:16:00 -0600entext/htmlhttps://www.nationalobserver.com/2023/12/21/news/climate-training-construction-workersHow to Teach your Child the Basics
Teaching your child some basic life skills is both an essential and a rewarding task. Things can get a bit messy, however, when your child realises that you yourself are a few basic skills short of a normal set. However, let's assume that we're all (more or less) competent, self-respecting individuals who are willing and able to pass on to our young children some of the fundamental skills that we all need to negotiate the rigours of life. Oh dear oh dear.
Reading
There seems to be a general consensus that getting kids to start practicing at an early age can have some really positive benefits later on in their lives.
When my daughter was very young she nearly drove me mad asking me to read to her all day long. I came across the book 'Teach Your Baby to Read' by Glen Doman and decided that his logic was impeccable and that teaching her to read for herself was the most valuable thing I could try to do. I followed his method and by the time she was two and a half years old she could recognise about 300 words and asked me the question 'Why is there a circle in the middle of the word dog, Mummy?' I explained the phonic rules of practicing and by the time she was three she could attempt any word you could present her with.My children both have phenomenal memories and vocabularies which I think is partly due to this early knowledge of reading. My daughter did brilliantly in GCSE (at an Inner London Comprehensive School), got a very high score in the International Bacca... and is in her final year of a degree in Theoretical Physics and she looks like she is going to get a 2:1. I am, of course, inordinately proud of her and cannot claim that it is all down to me but I think learning to read young did have a definite effect on both of my children.
Encourage Them to Read
Very young children who want to learn to read will learn it. give them encouragement, answer all their questions, don't push them, and they will pleasantly surprise you. Keep 'easy readers' like Dr Seuss books and the Blue Bug books (Blue Bug went over the apple, under the carrot, around the pumpkin...) around the house at child-height. You shouldn't need flash cards or a programme of intensive instruction; remember there's no need to hurry them along. Keep a book of phonics handy for yourself so you'll know the rules and exceptions, but don't bother to teach your child a new rule every day unless s/he really enjoys that. Having books available, practicing to them often, and letting them see you read to yourself for fun (whether you read romance novels, magazines, John Grisham thrillers, or the morning newspaper) will stimulate their interest in practicing and convince them that it is a worthwhile and enjoyable activity.
Go to the Library
Take your child to the library often. If s/he only wants to play with the puzzles and the puppets there, don't worry about it. Pick out some books you might enjoy together. Ask if your child wants to check out any particular books, and add them to the pile. And ask the librarian if your library offers 'story time' where the kids can congregate for a while and have stories read aloud to them. You'll find that most libraries offer this service.
Eight-point Action Plan
When your child is six or seven and either having trouble practicing or showing no interest in reading, the situation is different. If the problem is severe, you might want to have your child tested for dyslexia, or some other learning disability. Then a tutor or practicing specialist may be able to help you. Otherwise, some ideas include:
Leaving notes around the house with your child's name on top (most children recognise their names sooner than any other word). 'A surprise is under your bed.' 'I am out in the garden.' 'What do you want at the store?' 'Sugar cookies are in the drawer by the sink.' 'If you can read this, you are very smart!'
Playing Boggle, Scrabble, Perquackey, or any other game that involves putting letters together.
Inventing game variations that use the letter blocks or letter tiles from those games: Add-a-letter, Change-a-letter, Hide-a-letter (guess the word when part of it is covered).
Watching television shows that encourage reading, spelling, phonics, etc. Some American shows designed for the purpose include a wonderful educational programme of this type, The Electric Company which went off the air several years ago.
Taking turns with your child practicing alternate sentences in a story.
Making stickers with words on them, and letting your child place them in the appropriate spots on a picture (cow, pig, duck, eggs, pond for a barnyard scene, or perhaps sand, shell, pail, rock for a beach scene).
Using disappearing Magic Markers to illustrate concepts like the 'silent E'. Tell your child that these markers will only be used during practicing lessons.
Be careful not to overlook the most obvious thing; parents need to spend time practicing to their children. Teaching a child to read at an early age isn't as important as teaching a child that practicing can be fun by actually practicing to a child. A lot of kids in school misbehave because they lag behind in basic skills like reading. They get bored and resentful and cause problems in school, which leads to suspensions and other punishments which heightens their feelings of neglect.
Florida, USA, started an interesting programme in that the state gives childrens' books to people receiving food from food banks in the hope of at least getting the poorest kids interested in practicing by having books in the home. It's too early yet to tell if it's helped.
There is obviously more to life than practicing - there's a big world outside and it's important for kids to get to play outdoors and to interact in a physical way with their environment. But practicing is a good asset and developing the skill of practicing can be critical for success later on in life. Most of us are agreed that the most important factor in learning to read is support from parents and siblings. Children from homes where nobody reads at all (and there are millions of them) find it very difficult to catch up with children who have always seen the members of their family practicing something be it the newspaper, a book or the articles on h2g2. The problem is how to help those children who have no readers in their family to model themselves on.
Some Basics
I have three boys ranging in age from almost 10 to 3 and a bit. As far as I can remember, we have had more problems in preventing them from attempting the basics when they aren't ready. My 3 year old is continually saying that he is 'big big bigger' and can do it himself (it can easily range from bottom wiping to tuning a car). So don't worry so much about it - they will figure it out soon enough. All you have to do is keep an eye on them to make sure they don't hurt themselves or advance the timing too far. Enjoy them while you can. All hope is lost when they can answer you back.
Let Them Teach You
Children are really good at teaching us, aren't they?
Mine's 21 now, but he's been one of my advisors since he was ten. In this house, if a pending decision affects everyone, everyone gets to add their two bits before the decision is made. I've come across things in my own courses that crossed paths with what my son does for a living, and I call him up for advice, opinions and help. He loves the chance to teach me.
Whatever they do, even getting themselves into messes, store up these memories - they sustain you later on when the kids are grown up. What disgusts you today, makes you smile later in life. And remember; you spend the first year of their lives teaching them to walk and talk, and the rest of their lives telling them to sit down and shut up.
Patience, Consistency and Encouragement
There are three words to describe how to teach your children the basics; patience, consistency and encouragement. Too often we see parents try to show their children how to do something, the children make a mess of it so the parent decides it is just easier to do it themselves. Children are inherently lazy about effort that does not bring instant gratification or pleasurable experience.
Make their learning pleasurable and rewarding. Encourage them every time they make an effort, regardless of whether their attempt is successful. Once encouraged a child will try again and again to master a task. Be patient. Be consistent. Instill in them the benefit of self reliance which brings self respect. In fact, respect is the fourth word. If there is an atmosphere where every member of the family, right down to the cat and/or dog is respected, the child grows up knowing they are worthy. Comments like 'Good job' or 'That's much better this time' goes a long way. Children learn self-respect by being respected as valued members of the family. 'I love you', and 'You're a great kid' are all-important.
Respect is all important. Not only for the family but also for your children's friends. Most of my girl's friends, when they first meet me are surprised that I speak with them the same way I would an adult, treating them with as much consideration as anyone else. Equality for all. After all, we're all worth it. I have also seen children ignored in shops until all the adults have been served. If I know a child was there before me I always defer, much to the appreciation of the child, but often to the shock of the retailer.
Teaching Kids to Eat
Ah. Happy days. So, first of all remember this: kids can already eat. What we want to teach them is how to use a knife, fork and spoon and then some table manners. Parents of young children have to accept that there will be either a mess... or no mess.
To achieve a mess: give your kid a dish, plus cutlery (use a bib - full body if you can) cut up any big bits and spear the first piece on a fork. Then show them how you eat your food, and give them a helping hand now and again. You will be surprised how much goes in their mouths. And if not: don't give them stuff in between meals. Next time they will get more in, and so on and so on. There will be mess (bearing in mind that kids prefer 'sloppy' food like spaghetti and tomato sauce). It will be in ears, up noses (and if you're lucky, none of it will be in your ear or up your nose), in hair, on the walls, on the carpet, all over the table, on the cat. Some of it you will find during the spring cleaning. But... your child will learn how to eat, because they don't want to be hungry. You can instill some table manners at the same time. Don't forget to agree (if you're not doing this alone) which manners are important as you mustn't overload a small child at this stage. So, decide which is least acceptable (ie. between eating with open mouth/talking with mouth full or having elbows on the table) and ban one from the repertoire. When this is second nature to your child, bring in one more 'rules'.
To achieve a clean meal: Plenty of people look at the first nano-speck of tomato sauce on their pristine white carpet and decide that they will feed their child for ever. These people (and they know who they are) are making a rod for their own backs and deserve all they get. Ease up on the mess factor; after all, real life sometimes does get a bit messy. It's only natural.
Of course, there are times during the training - which lasts for anything from a day or two to a decade or two - when more than a little 'help' is needed. But think of this; there was a time when you couldn't drive/ride a bike/type/split the atom. At that time driving/riding a bike/typing/splitting the atom seemed an impossible task that you would never learn. Now you can do it - it's now second nature. The same goes for eating/reading/writing/tying your shoelaces/not waking your parents up at 5am on a Sunday... it can be learned! Thank goodness
How not to teach your child how to swim
Do not, under any circumstances, attempt to teach your child your to swim by throwing him/her into a body of water. Trust us on this. The 'Sink or Swim' method of instruction only works if you're willing to let your child kid sink... which tends to instill a fear of water in them. Odd how drowning and near-death experiences can establish a permanent phobia, isn't it?
But one Researcher found a neat little way of teaching their child to swim:
We didn't actually teach the kid to swim. What we did was get him interested in fishing. Our little hero wanted to go down to the river with his friends to fish. A group of them took their tackle and rods, hopped on their bikes and rode the few blocks to the Red River. Now, this is a muddy, deep, current-filled river. We told him he couldn't go till he learned to swim, and we'd checked him out. Then we put him in swimming lessons. He learned as fast as he could, and then spent many happy hours at the river bank.
Riding a Bicycle
You need to start with a bike with removable training wheels. These should be set at a high angle so that the child doesn't get into the habit of just leaning on one side. Allow them to cycle round merrily for a good few weeks to get them used to the pedalling side of things and how the steering works etc. It may seem obvious now - but even this is a cause and effect system that has to be learned.
The second stage involves removing the training wheels. For this you will need to go to a large, reasonably flat piece of grass - probably the local park. Place your heavily padded child on the bike and hold it by the saddle from behind and get the child to pedal along while you provide stability. As they get up some speed you can release the saddle and they will be riding unaided. You should still run along behind them - a rapidly receding voice is a dead giveaway that you aren't holding on to the bike. If the child does slow down and fall off the bike, perform the most spectacular theatrical dive you can imagine... this distracts the child and they forget to worry about themselves being hurt, which on a lawn and after being padded up they shouldn't be anyway. Of course, as soon as you have them riding a bike you need to instill a lot of road safety in them; simply banning them from the road isn't going to work. But that's another topic...
On a small, gentle gradient, where steering and pedalling are not so important, just let your kid keep going down it, so that s/he gets the balance sorted. Once balance is achieved, pedalling and steering (which comes from practice with stabalisers on) can be fitted in naturally. Remember to teach them to look at where they want to go, not what they want to avoid hitting. Many people (children and adults) ride into trees, rocks, walls, even off bridges, because they were staring fixedly at the object they were trying to avoid.
Tying Shoe Laces
The Bunny Method
It is not really recommended that you begin trying to teach this skill until your child asks, simply because the concept, until they form it, is a bit too much. Here is the 'bunny method' for learning to tie one's laces:
Take the two shoelaces, and wrap them around each other.
Take the two ends, and make them into two bunny ears.
Pretend the bunny is very cold, and the ears wrap around to keep warm... one goes up, the other goes down, and the bunny is snuggly.
That's it. Remember, there is no way on this green earth that your child will get it the first, second, or even 50th time. Be prepared to spend a whole afternoon demonstrating and guiding, and then remember, they will need a whole lot of practice, patience, and pretty soon, you'll want to have the bunny for dinner!
Another Method...
First, make sure there is no undue pressure put on the child to learn shoelace-tying quickly. It is a skill best learned at the child's own pace, and - unlike toilet-training - there is no inherent need to hurry. Kids these days can wear trainers (sneakers) with Velcro straps right up through junior high school without getting pitying looks from their peers.
Secondly, get a shoelace practicer (a chunk of wood or cardboard pierced with several holes) and keep it in the car. An extra shoe (adult-sized is easier) works fine too. Then, whenever the family is on a long car trip, the child can work on tying shoelace bows for long periods of time, and not arrive at your destination with untied shoes. This is a perfect way to keep childre.... Praise every successful bow enthusiastically. Let the child choose his/her own shoelaces. Patterned laces or neon ones or glow-in-the-dark ones will keep the child interested in the process of shoelace-tying. If you just can't stand the thought of neon-green laces on navy-blue sneakers, put the most outrageous ones on the shoelace practicer instead of on the child's actual shoes. The two important factors to keep in mind are that the shoelaces should be flat (round laces do not make, or hold, a bow very well) and of a non-slip material (kids love plastic laces but these are not practical).
Some children are visual learners; they may want to watch you tie a bow over and over again. Try tying bows in wide pieces of ribbon so they have a better view of what is happening. Some children are kinetic learners; let them hold your hands (or wrists) as you tie a bow, so they will get used to making the right motions. Some children are aural learners; they might want to make up a little song to help them remember the steps in order.
Bottoms
Since we've come to the tail end of this Entry, it's only right that we focus our attention on... bottoms. We'll leave the last word to one Researcher who has a little tip regarding toilet training:
My son was four when he first wiped himself. He had to, as he announced he wanted a poo when I was dishing up dinner, so I told him if he wanted to go he'd have to do it himself as I really couldn't stop what I was doing. Off he went and got on with it. My friend was still clearing up after her son when he started school at five. I recommend this method to anyone; it's just laziness on the kid's part.Fri, 29 Dec 2023 10:33:00 -0600en-GBtext/htmlhttps://www.bbc.co.uk/dna/mbarchers/html/A443909Essential skills for today’s threat analysts
Knowledge across different programming languages and tools, machine learning, and artificial intelligence are some of the technical skills threat analysts will need to tackle cyber threats in 2024.
Skilled threat hunters can play a dual role for organizations, hunting for threat actors as well as ensuring budget is directed at tools and technology that will bolster the hunting capabilities, according to the SANS 2023 Threat Hunting survey. However, a lack of skilled staff is hampering the success of threat hunting efforts, according to the global survey of 564 respondents drawn from SOC analysts, security managers and administrators.
Adding to the task, threat hunters themselves are seeking more training, education, and support from management, the survey has found. As CISOs look ahead to 2024 and the cybersecurity challenges it will bring, what do they need from threat hunting teams and how should threat hunters themselves look to strengthen their skill set?
Technical skills for today’s threat analysts and how they're evolving
Threat analysts require a blend of traditional and modern technical skills and all the experts speaking to CSO say that Python is indispensable for conducting efficient data analysis. Other important languages and tools to know include C, C++, JavaScript, Ruby on Rails, SQL, PowerShell, Burp Suite, Nessus, and Kali Linux. Foundational knowledge in networking and systems, data analysis skills, knowledge of cloud architectures, and reverse engineering are also regarded as useful.
Threat hunters need a general disposition towards researching complex problems with limited details, solving puzzles and evaluating risks. The task has, however, become more challenging for several reasons, according to Jake Williams, independent security consultant, IANS faculty member, and former senior SANS instructor. "As our perimeter defenses, like endpoint detection and response, have improved and threat actors have gotten better, hunting has become harder. It's more advanced and requires more skills, and typically, it’s looking for anomalies in data," he tells CSO.
Familiarity with threat intelligence platforms like MISP and security information and event management (SIEM) tools like Splunk, LogRythm, and ManageEngine are needed to identify and check exposure to threats, according to BugCrowd director of cybersecurity at bug bounty platform Sajeeb Lohani. "And working knowledge of the MITRE ATT&CK framework can help identify different tactics and techniques used during certain attacks. It can help the analyst point out different patterns of attack that others may miss," Lohani tells CSO. Newer lightweight tools like Wazuh are becoming more prevalent to help identify and manage threats as the rise of cryptocurrencies has introduced mining activities into cybersecurity concerns.
Don't overlook the value of soft skills in threat hunting
In addition to technical prowess, soft skills are equally important. For instance, the ability to succinctly explain threats to various parties is crucial, while attention to detail, analytical thinking, stress management, creativity, and teamwork are all seen as pivotal skills for the modern threat hunter.
Very often, for instance, there's an urgent need to communicate a new vulnerability to different audiences, which demands tailored communications for technical teams, CISOs, and board members. Williams highlights task management and patience, especially when dealing with uncertain or misleading information, and above all, coordinating between different sources of information. "So much of threat hunting today relates to that living off the land kind of thing where you're seeing things that look malicious. And so oftentimes you’re developing hypotheses and that involves consulting system admin and working toward a resolution," says Williams. It's also important to be flexible in your thinking and not close off your mind to one thing or another, he notes. "Those folks who can hold opposing viewpoints in their mind simultaneously are by far the best."
How is the role of threat hunter changing?
The responsibilities of the threat hunter have shifted from traditional network monitoring to proactive threat hunting and intelligence gathering, which has meant significant upskilling and new priorities. "Unlike in the past, there's less manual research and input on blacklists and less reliance on intrusion detection systems," digital trust expert and ISACA non-executive director Niel Harper tells CSO. Tools able to analyze large amounts of data have come into the frame. "These threat detection tools are providing meaningful, actionable intelligence and prioritization of threats for threat hunters," says Harper.
However, it's created a lot of false positives, which has meant threat analysts needed to be trained to parse through the false flags to find indicators of compromise. Now with ML and AI and more automation, the role continues to evolve. Harper sees great value in research and analysis skills for threat hunters. "It helps in turning information from various tools into actionable intelligence," Harper says.
The remit has also expanded to include cloud security monitoring and understanding log centralization and analysis, notes Christ Scott, security operations specialist with the Chaucer Group. "Attackers are targeting those spaces more frequently," Scott tells CSO. Having worked with some large organizations, he's seen the shift first-hand. "Someone will spin something up in the cloud and that opens up another attack surface, so you need to have someone proactively looking for the vulnerabilities."
It's also a mind game, with threat hunters needing to be highly adaptable as threats are changing daily, sometimes hourly. "You need to change with them. Never allow an inflexible mind to pervade your operational approach," says Brian Hussey, VP of threat hunting, intelligence and DFIR at SentinelOne. At the same time, you also need to see the forest through the trees. "Often threat actors introduce surface changes to their attack patterns, but core modus operandi remains unchanged, leaving important opportunities to identify and eliminate new attacks, even before they arrive," Hussey tells CSO.
ML and AI have a place, but are not everything
With the SANS survey indicating almost three-quarters of organizations need more training and skilled staff, AI and ML technologies may have a role to play. The experts all agree on the growing importance of ML and AI in enhancing threat hunting detection capabilities. "It can analyze large amounts of information in a short time and we're seeing a lot more in intelligence from these tools as they can provide you with the best course of action to penetrate a target. This can optimize your exploitation effectiveness," Harper says.
Outlier analysis, for instance, was once done manually but is now being baked into the tools, so having some understanding of data science and ML toolkits, many of which are exposed through Python, can significantly enhance threat detection capabilities, according to Williams. "You can utilize those immediately to help you find either the things that are very common, or the things that are very uncommon."
Equally, they also caution against an over-reliance on ML and AI and stress the need for human oversight. For example, AI reduces the skill barrier, but these technologies can't infer or question the way humans do. These tools should never blunt the power of human curiosity to ask 'why', notes Chaucer Group's Scott. "It's asking why is something doing that? It's the ABC rule, assume nothing, believe nothing, confirm everything."
How should threat hunters keep up with the changing threat landscape?
Continuous learning and adaptability are key to staying up to date as a threat hunter. Beginners need to start with the basics of networking and security, gradually moving into more complex areas. Engaging with online communities and utilizing online resources are also effective ways to stay informed. Hands-on experience in cybersecurity is key. Spend a couple of years in security ops center or working with incident response before moving into threat hunting, suggests Williams.
Harper recommends beginners start with the basics of networking and security, using resources available online and communities for guidance. "Connecting with communities of practitioners and professional associations is a way to share tools and information and advance along the learning path," he says.
The ethical responsibilities threat hunters face
One of the overlooked aspects of threat hunters is the need to have a strong personal ethical framework, not divulging sensitive business information or misusing exploits or other information about potential vulnerabilities.
"You will run into several ethical considerations throughout your career," says SentinelOne's Hussey. Hacking back, or taking offensive actions against threat actors, hijacking an attacker’s cryptocurrency, negotiating with a ransomware threat actor and so on. "It's essential to communicate your actions with your legal team and with your colleagues. When good people come together to do the right thing, it makes these hard courses much easier to define." Then there's the need to handle sensitive information responsibly and transparently and adhere to legal standards. "It's making sure you protect and store information in a secure way with strong access controls, and if you share this information with third parties [that] they are trusted," Harper says.
It's also vital that threat hunters remain neutral when it comes to certain investigations, such as corporate espionage or investigating individuals. There's a need to avoid starting with certain assumptions and to avoid making any assumptions and instead focus on being unbiased. Chaucer Group's Scott highlights the potential ethical implications of threat hunting, emphasizing the responsibility to remain unbiased and protect sensitive information. "It's following that ABC rule, making no assumptions and focusing on the data, and even ensuring a broader scope of data to avoid coming to a pre-determined conclusion."
What else to look for when hiring threat hunters
A lack of skilled staff in threat hunting teams is the primary barrier to success. Like other areas of cybersecurity facing a skills gap, diverse hiring may be a solution, but how does this translate to threat hunting?
Harper advocates for an inclusive approach to cybersecurity, saying individuals from diverse educational backgrounds can excel in this field. "I don’t think you need to have a strict computer science or information technology background, as long as there's an interest and a willingness and passion to learn."
It also helps to have people who can see beyond the mechanics of a threat and even consider the larger aim or motivation of the attackers. "By grasping the â€why’ behind an attack, analysts can better understand the 'how' and 'when,' allowing for more effective profiling of adversaries and strengthening of security measures against specific threat vectors," says BugCrowd's Lohani. "This helps inform risk assessment, prioritization of defense efforts, and development of more targeted security education programs for users. Having a grasp on the human element of cybersecurity is essential for a comprehensive defense strategy."
Mon, 01 Jan 2024 16:00:00 -0600entext/htmlhttps://www.csoonline.com/article/1270134/bolster-your-teams-cyber-defense-essential-skills-for-todays-threat-analysts.htmlCosta Mesa ER preparedness guru retires after long sharing her passion for protection
After nearly two decades of hoping for the best but planning for the worst, Costa Mesa’s disaster preparedness guru is hanging up her safety vest.
Brenda Emrick, who came to the city as a fire protection specialist in 2004 and has since overseen and developed public safety training programs for students, business owners, community members and civic leaders alike — retired on Dec. 31.
The retirement is technically Emrick’s second. She retired from her specialist’s role on July 12 but was brought back on a temporary contract to serve as Costa Mesa’s acting emergency services manager while officials recruited to fill the job permanently.
“It’s just confusing,” the 60-year-old joked Wednesday from her home in Placentia. “I kind of already retired. But we didn’t do any announcement because I was coming back almost the next day.”
Costa Mesa Fire Chief Dan Stefano said placing Emrick in the temporary role allowed city officials to conduct a thorough search for someone to head the city’s preparedness efforts while benefiting from Emrick’s expertise and passion for protection.
“She has brought into that position an unbelievably phenomenal energy,” Stefano said. “Sometimes, when someone retires, that institutional knowledge is lost. That is not the case with Brenda, and that speaks to what she is all about.”
Since graduating from high school in 1981, Emrick has served three cities — Downey, where she grew up, the city of La Mirada and Costa Mesa. She started out working part time for Downey’s parks and recreation department. The exposure to local programs and city constituents served her well.
“I tell everyone when you start out in parks and community services, you learn customer service in a completely different way,” Emrick said. “You can do anything [from there].”
As a community service leader in La Mirada in 1988, Emrick helped establish an educational gang-intervention program for elementary school students called “Positive Alternatives,” which still operates to this day.
When the city of La Mirada allowed a cohort of employees to receive sheriff department training so they could man a law enforcement substation, Emrick began overseeing local neighborhood watch efforts on top of her duties as an educational program leader and came to be known as “Officer Brenda.”
“I was not law enforcement with a gun, but law enforcement with a pen and paper,” she said of the job, which also involved talking to schools about fire safety.
The progression to public safety officer allowed Emrick to transition back to Downey, first as a 911 fire dispatcher and later as an emergency services coordinator, from 2001 to 2004.
When she came to Costa Mesa, she applied her considerable energy to building the city’s Community Emergency Response Team (CERT) program, which trains volunteers to assist first responders in the event of a disaster or emergency.
Hundreds received training, as Emrick worked with counterparts in other cities to create a countywide CERT mutual aid program, where trained volunteers could be deployed as needed. The network made great strides in area wildfires in 2007 and 2008 and was recognized by the Federal Emergency Management Agency .
“They became this trusted source of human power,” she recalled.
Emrick was called upon by FEMA to train others to lead their own CERT programs, an effort that would take her in 2015 on six trips to China and later to Laos.
Whether in Costa Mesa or Chengdu, China, Emrick said she hoped to impart to citizens just how impacted the usual channels of help could possibly be in a disaster and how crucial it will be for them to educate themselves in the basics.
“I prepare so people understand the limits the city will have. On a great day, we’re there, but on a bad day, we’re limited,” she added. “We have to have a plan B and a C — and maybe a D.”
Wed, 03 Jan 2024 05:18:00 -0600en-UStext/htmlhttps://www.latimes.com/socal/daily-pilot/news/story/2024-01-03/costa-mesa-er-preparedness-guru-retires-after-long-sharing-her-passion-for-protectionStart the new year teaching your dog the basics, Parks & Recreation offering dog trainingNo result found, try new keyword!Start the new year on the right foot with Abilene Parks & Recreation Department dog training classes. Young and old can sit and stay to learn skills.Wed, 03 Jan 2024 05:45:17 -0600en-ustext/htmlhttps://www.msn.com/Children's Wisconsin, MPS athletic trainers partnershipChildren's Wisconsin, MPS athletic trainers partnership
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Wed, 03 Jan 2024 18:18:00 -0600en-UStext/htmlhttps://sports.yahoo.com/childrens-wisconsin-mps-athletic-trainers-033015168.htmlThe war took away their limbs. Now bionic prostheses empower wounded Ukrainian soldiers
KYIV, Ukraine — When Alexis Cholas lost his right arm as a volunteer combat medic near the front lines in eastern Ukraine, his civilian career as a surgeon was over. But thanks to a new bionic arm, he was able to continue working in health care and is now a rehab specialist helping other amputees.
The 26-year-old is delighted with his sleek black robotic arm — he described it as “love at first sight” — and realizes how lucky he was to get one.
“There are fewer (bionic) arms available than lost ones,” Cholas said.
Russia’s war on Ukraine has created a massive need for prosthetic limbs. An estimated 20,000 Ukrainians have had amputations since the war started in February 2022, many of them soldiers who lost arms or legs due to blast wounds.
Only a small number was able to receive bionic prostheses, which are more advanced and can provide greater mobility than the traditional prosthetic limbs.
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They are also far more costly than conventional prostheses.
Bionic artificial limbs typically pick up electrical signals from the muscles that remain above the amputation site, thanks to something called myoelectric technology, to carry out an intended motion.
Cholas' bionic arm was made by Esper Bionics. Before 2022, the Ukrainian startup primarily targeted the U.S. market, but due to the sharp rise in demand for prosthetic limbs caused by the war, Esper now distributes 70% of its products at home.
The company’s production hub in the capital of Kyiv is working at full capacity, with more than 30 workers producing about dozen bionic hands a month.
In one corner of the factory, a small group of engineers huddle as they program, assemble and test the elegant bionic arms — known as Esper Hand. Each finger’s movement on the robotic hand is accompanied by a soft whirring sound, assuring the engineers of its smooth operation.
Bohdan Diorditsa, head of strategic relations at the company, says that despite ramping up production, Esper Bionics is struggling to keep up with demand, with almost 120 people on the waitlist.
In Ukraine, the company says it provides the bionic prostheses at zero profit for about $7,000 apiece, just enough to cover production costs. In the United States, the Esper Hand sells for more than $20,000.
“We do not consider Ukraine as a market, but rather as an opportunity to help,” says Diorditsa.
Compared to a conventional prosthesis, which is designed to replicate simple basic functions of a missing arm or leg, a bionic one offers the capability to restore fine motor skills.
“Everyone wants them,” says Anton Haidash, a prosthetist at Unbroken, a municipal center in the city of Lviv that focuses on rehabilitation of civilians and soldiers affected by the war. The center has helped provide prosthetic limbs to about 250 people so far, including about 20 bionic arms.
The difference in cost is significant. While bionic limbs can cost up to $50,000, conventional artificial limbs are priced at $800-$2,700, Haidash says.
Ukrainians can get the regular artificial limbs free of charge through the public health care system. However, to get a bionic prosthesis, they normally need additional funding from charities or rehabilitation centers such as Unbroken, which depend on donations.
And while patients can make the final decision about the type of prostheses they want, a variety of factors, including the nature of the injury and the person’s occupation, also play a role.
Unbroken purchases bionic prostheses from German and Icelandic companies as well as Esper Bionics, whose notable advantage is having both a manufacturing and a service center in Ukraine. This means people don’t need to travel abroad when a repair or resizing is required.
Another outstanding characteristic of the Esper Hand, which is powered by artificial intelligence, is its ability to adapt over time, learning the user's unique interactions with the hand.
After getting outfitted with his bionic arm, Cholas went back to volunteering as a combat medic on the front lines, while in his day job in Kyiv he works as a rehabilitation specialist in a public hospital. Most of his patients are members of the military or civilians who, like him, have lost limbs. He says their shared experience helps him quickly develop a rapport with his patients.
“I now know a lot not only from textbooks but also from my own experience,” he says.
Cholas speaks to his patients encouragingly as he examines their injuries. His movements with the bionic hand are natural and fluid. He effortlessly removes a bandage and dresses a patient’s wounds without the assistance of nurses.
The bionic prosthesis allows him to perform even delicate movements, such as picking up a grape without crushing it, he says.
“I feel uncomfortable when I’m without the prosthesis,” he says. “But when I have the bionic arm on, I feel comfortable. It’s like a part of you.”
Bionic arms offer new hope for wounded Ukrainian soldiers
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Tue, 02 Jan 2024 05:45:00 -0600entext/htmlhttps://omaha.com/news/nation-world/ukraine-war-bionic-limb-prosthetic/article_5c3f66f4-f975-555b-b02e-9534ab20f286.htmlUkrainian pilots complete UK F-16 training – Netherlands commits aircraftNo result found, try new keyword!The Royal Air Force (RAF) initiated the training programme in August, encompassing flying and English language training for six seasoned Ukrainian pilots. This initiative is part of the international ...Wed, 03 Jan 2024 00:09:19 -0600en-ustext/htmlhttps://www.msn.com/Syrian Kurdish Opposition To Turkish F-16 Sale Isn’t First Time Kurds worried About American Fighter Exports
America’s main ally against the Islamic State in Syria, the Kurdish-led Syrian Democratic Forces, publicly opposes the United States selling Turkey new F-16 fighter jets. The SDF fears these fighter-bombers could be used against them in the future, and for good reason.
Aside from being unsurprising, the group’s opposition is far from the first time that Kurds opposed or feared American arms sales to regional powers.
“Our message to the Biden administration and Congress is to not sell F-16 jets to Turkey because Turkey is using those jets to bomb civilian infrastructure and is killing civilians here in northeast Syria,” SDF commander-in-chief Mazlum Kobane told Al-Monitor’s Amberin Zaman in a latest interview.
“The Biden administration is doing nothing to stop that,” Kobane added. “Unless there can be ironclad guarantees that those planes will not be used against our people, we will continue to oppose the sale.”
The SDF chief’s comments come amidst an intensified Turkish campaign of air and drone strikes targeting critical civilian and energy infrastructure across northeast Syria. In the same interview, Kobane noted that while Turkey used homegrown drones for most of these strikes, it also used F-16 to bomb oil wells in Derik and al-Qahtaniyah.
Turkish air power is targeting the areas controlled by the SDF and administered by the Democratic Autonomous Administration of North and East Syria until recently named the Autonomous Administration of North and East Syria. The region is more commonly known outside as Rojava, the Kurdish name for Syrian Kurdistan.
The present wave of attacks began in October and is justified by Ankara as a response to attacks by the Kurdistan Workers Party, more commonly known by its acronym PKK, inside Turkey and against troops in Iraqi Kurdistan.
The SDF and the Kurdish-run administration deny any connection to these attacks and have slammed Turkey’s targeting of civilian infrastructure and killing civilians, including women and children, in these strikes.
Amidst this campaign, it’s unsurprising that Kobane and the SDF oppose the U.S. selling Turkey any modern F-16s.
The United States has sold fighter jets to all Middle Eastern countries with Kurdish-majority regions, aside from Syria. And, except for Iraq, these American warplanes were used against Kurds at various points in time.
While Iraq is an exception, that did not mean the Kurds there did not fear Baghdad would turn its F-16s against their autonomous region in the north.
In the early 2010s, the Iraqi Kurds actively lobbied the Obama administration against selling Baghdad F-16s, fearing then-Prime Minister Nouri al-Maliki would use the edge the aircraft would give his army over the Kurdish Peshmerga to march into the autonomous region.
“I feel Kurdistan’s future is in severe danger because of (Maliki),” Kurdish leader Masoud Barzani warned in April 2012. “F-16 (jets) should not reach the hands of this man.”
Iraq did ultimately get F-16s beginning in 2015, when it was embroiled in its war against Islamic State and after Maliki stepped down as prime minister. Iraq remains the only country the U.S. has sold fighter jets in the region that has not used them against its Kurdish population.
The Syrian Kurdish-led forces know full well the dangers of Turkish F-16s as those jets have been deployed against their troops, who lack even the most basic shoulder-launched air defenses, during numerous past Turkish cross-border operations against them, most notably in January 2018 and October 2019.
Turkey’s Kurdish minority is also well aware of the destruction these fighters can cause. Turkish F-16s were used against Kurdish villages as early as 1994 in attacks that killed civilians.
“Turkish fighters, including F-16s, have been used to attack villages and to kill civilians in violation of international humanitarian law,” charged a 1995 Human Rights Watch report. “In other instances, the planes have been used deliberately to destroy civilian structures, contributing to the general process of forced dislocation.”
Turkish F-16s were also used in the infamous 2011 Roboski massacre, which killed 34 civilians in a border trading convoy, primarily teenagers.
A more latest retrospective analysis of these events charged that Washington “ignored realities on the ground, explicit warnings from human rights organizations and direct orders from Congress in order to build Turkey’s F-16 fleet – going so far as to downplay the country’s use of F-16s to kill its own people.”
American-made fighter jets were also used against Iranian Kurds by Ayatollah Ruhollah Khomeini as he solidified his hold over power shortly after the 1979 Iranian Revolution. Perhaps less remembered is that the United States briefly aided this suppression.
Between the time Khomeini triumphantly returned to Iran in February 1979, shortly after the country’s last Shah fled the preceding month, and before his Islamist followers infamously took Americans hostages in the U.S. Embassy the following November, American supplies for the Iranian air force continued. This was in the same period the Carter administration was assessing whether America could forge relations with this new regime.
Amidst the chaos of the revolution, Iranian Kurds mounted an uprising against Khomeini’s regime, which used the F-4 Phantom II fighter jets and AH-1J attack helicopters the United States had sold Iran under the Shah to drive these rebelling Kurds into the mountains.
“The Carter human-rightists are not only silent about the Kurds, but quietly worked to defeat them: eight times this year, an Iranian 747 cargo jet came to the United States bearing the household goods of ejected U.S. citizens, and returned to Iran with previously-purchased spare parts for the F-4s and gunships that strafed Kurdish mountain redoubts,” wrote William Safire in The New York Times in September 1979, a mere two months before the hostage crisis changed U.S.-Iran relations forever.
In light of this history, it’s hardly surprising that a Kurdish leader is concerned about certain American arms sales to the region today.
Sat, 30 Dec 2023 00:07:00 -0600Paul Iddonentext/htmlhttps://www.forbes.com/sites/pauliddon/2023/12/30/syrian-kurdish-opposition-to-turkish-f-16-sale-isnt-first-time-kurds-worried-about-american-fighter-exports/
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