Resurreccion, Angel Juds Hantic.

1A1-2 BS CRIM.
Mr.Alvarez

Ethics in Martial Arts

Ethics can be described as a high level of socially conscious behavior which embodies the spirit
of martial arts. It involves the ability of a martial artist to incorporate their body and mind, not
just in their ability to focus on a technique, but also to guide their everyday actions and
judgment. It is the manner in which one behaves righteously in both word and action.

Ethics should be an integral part of the study of any martial art, setting the moral guidelines for
all practitioners of that art, from the beginning students to the Grandmaster.

Ethics and ethical principles stem from the traditional and cultural elements of a martial art,
whilst taking into account modern society and its laws. Of major importance is the concept of
nonviolence, respect and courtesy for others, loyalty to one’s family, friends and country, and the
tolerance of those who have differing ideologies.

Many instructors constantly preach ethics to their students, when often the best way to transfer
these values is when the student can observe it in their own instructor’s deeds.

Making students memorize the tenets of taekwon-do or a student oath for the purpose of
ceremony or testing does little for their development of these social principles if they are not
demonstrated by example.
Ethical behavior and principles cannot be forced upon someone in a short time; it must be
cultivated with leadership bringing about a long-term change in thinking and lifestyle.

A proficient exponent of martial arts should not only be a superior athlete, highly competent in
combat, but also an upstanding citizen of their community, with high moral and social virtues. It
should be the goal of any instructors to develop not only great practitioners and ambassadors of
their particular style, but also people of high upstanding character.
The ability to kick, punch, sweep, throw, use weapons are all forms of combat, involving
physical skills which do not necessarily require one to be a martial artist in order to perform.
Naturally however, a well-trained exponent will perform them better, if taught effectively, you
would expect.

Most martial arts organizations have their school rules, or a Code of Conduct, which provide
behavioral guidelines and expectations of its members. But what about the instructors and the
more senior ranks within those organizations, who often create these rules, what guides them?

Instructors as Role Models

Students look up to their Masters and instructors, as people supposedly having achieved a level
of higher consciousness and morality. They are seen as people of high discipline and skill,
striving for peace and love for themselves and others, people of superior intellect, wisdom and
foresight.

It is with this in mind that senior instructors and masters need to be aware of their social
responsibilities and profound influence they can have on their following of students, who often
mirror their behavior and attitudes, in a quest to be like them.

This can be a great quality if the Master displays all those qualities mentioned, but can also be
potentially disastrous should the instructor display many of society’s lesser qualities and fall
victim to its many vices.

Key ethical qualities

Many martial arts have adopted their Ethical Codes from ancient societies. Most ancient Codes
base their teachings on humility, honesty, bravery, compassion, sincerity, loyalty and devotion to
our families, friends, and country.

Humility
Humility can be a combination of not boasting about one’s own abilities, whilst at the same time
not heaping criticism on the abilities, or perceived lack of it, of others.
It is important that a skilled martial artist does notes become too vain or self-indulgent in respect
of their achievements or successes in the competition arena, the size of their school or
organization, or constantly brag about victories they have had in the heat of battle, in or out of
the ring.
In most cases, a lack of humility also results in a lack of willingness or ability to be taught
anything new. Martial artists with low levels of humility tend to think they know it all already.
Humility is a prerequisite for learning.
Often martial artists from different styles will vehemently criticize those who practice other art
forms, or are members of a different organization practicing the same art, showing little
appreciation that the Martial art is only the vehicle used to travel on the same journey of
enlightenment.
Rather, these people should appreciate that every martial arts has its quality people who have
spent many years and effort in accomplishing their level of ability and being.
It’s not the style that is necessarily better or worse, it is in most cases, the stylist.

Respect
Respect in Martial Arts often is emphasized towards those who are senior to us, and those who
teach us and lead our organizations, just as we respect our parents. This type of respect is
important and forms the basis of etiquette in all styles.
Unless this respect is present, it becomes difficult for the instructor to teach, and almost
impossible for the student to learn unconditionally.

Sadly, sometimes this respect is in the form of a forced sense of obligation to respect, rather than
a true sense of respect for that persons’ worth, knowledge and personal character.

The instructor, who demands that their students “must” respect them, is one who craves respect,
often because they struggle to earn respect on their own merits or in other walks of life.

Just as the bully was once the victim of bullying, forced respect is a trait of the person who grew
up gaining and displaying little respect themselves.

An admiration from students for the way one can handle themselves in simulated combat, should
not be confused for the respect of a person’s character.

Respect and acceptance of others should extend well beyond the training hall. Respect should be
shown within the family unit, towards elders of the society, within your workplace and schools.
Respect should be given without the expectation of receiving anything in return. Without forcing
the issue, respect tends to be reciprocated to those who display it.

Respect and appreciation for your nation should be paramount, whether you are a native of that
country or one of its’ many new inhabitants. An acceptance of its’ diverse cultures attitudes and
peoples is necessary for there to be any hope of reducing violence and to restore world peace.

Is this not one of the objectives of a martial artist? We often quote it in some pretty student oath,
but how many people actually do anything about it?

Integrity / Honesty
Perhaps the most important aspect of being a true martial artist is to have a high moral character.
To be honest in all their dealings and be able to behave according to what is acceptable and right.

They should not allow themselves to be bought by positions of power, corrupted by money, nor
weakened by desire and ego.

Too many people in martial arts spend a lot of their time chasing dollars, which is not to
begrudge those who are successful by legitimate means; however money should be a byproduct
of success and good business planning in martial arts, for those who go down that path, rather
than the blatant driving force behind one’s involvement.

Martial arts is littered with people who chase position, promotion and inducements, often
groveling at the feet of the highest ranks in their art, in the hope of being treated favorably when
it comes time to test, or appoint positions within the organization.
The true martial artist must have enough pride in them-selves not to be used and corrupted by
others; they should never permit themselves to be manipulated by higher ranks for their own evil
and selfish agendas.
Only by doing so, will they always have a clear conscience sense of righteousness

Courage
Courage is not the absence of fear; it is the ability to achieve one’s goals despite fear. There are
different forms of courage. What people often mistake for real courage is the ability to show
one’s ability in combat, a willingness to partake in violence or physicality, or the shameless
intimidation of others.

Real courage, from a martial arts point of view, should be in terms of the willingness to defend
justice and truth, regardless of danger, personal interest or cost. The stand tall in the face of
corruption and speak out when wrong is evident, and take proactive steps to rectify the situation,
be it at club level, within an organization, within your community or within a nation.
This is a far higher form of courage, than just the want to fight, although if you are in combat, of
course the first form of courage is also necessary.
The preparedness to sacrifice is the underlying quality of a true martial artist. No great human
achievement can ever be conquered without some personal sacrifice.

Self-control

Martial arts skills should not be used as a means to vent ones frustrations or anger, or to carry out
unprovoked attacks on innocent victims. As Martial Arts practitioners, physical confrontation
should be avoided whenever possible. The use of force should be condoned only in genuine self-
defense or in the defense of those who are defenseless. There is no place for a martial artist who
partakes in the unnecessary intimidation of others (usually those smaller or weaker), violent
behavior, criminal activities, vanity, any social vices or addictions of prohibited substances or
behaviors.

Skills should only be used in defense of one’s fellow human beings against unjust violence, to
the point of self-sacrifice, if necessary.

Every person has the right to defend themselves, but restraint should be shown where possible,
only using the amount of force necessary to diffuse the situation, causing minimal physical or
psychological injury.

In summary, apart from high level physical skills, it is the upholding of high ethics that should
set the martial artist apart from the general public.
How a good instructor can display good ethics:
 Conduct themselves in a professional and appropriate manner at all times
 Ensure they are adequately skilled, knowledgeable and qualified to teach their art
 Respect the rights, qualities and abilities of each student
 Teach techniques which are legitimate and safe to practice
 Know the limitations of their students and themselves
 Avoid unnecessary physical contact with any student
 Be honest and fair in all dealings with students
 Ensure all services advertised and paid for are actually delivered

 Adopt honest, fair and transparent business practices

 Be consistent towards all students

An instructor should not:

 Award themselves rank promotion, or titles such as Master or Grandmaster without earning
them through legitimate channels
 Physically or psychologically take advantage of any vulnerable student, particularly minors
 Display questionable behavior in presence of students (swearing, smoking, drug taking, overt
sexual behavior, excessively drinking alcohol etc.)
 Charge fees or collect money under false pretenses
 Criticize other clubs, instructors, officials or students to their members
 Pass on or use students contact details for personal purposes
 Make claim to achievements that never occurred
 Value only winning above all other things
 Interfere in a student’s personal affairs or outside interests
 Protect the dignity of their students regardless of age, gender, race, ethnicity, religion, sexual
orientation, disability or socioeconomic status.
 Pressure a student into engaging into a personal relationship with them.
 Partake in, support or condone criminal behavior
 Use their class as a platform to promote their own personal beliefs, be they political, religious
or of similar nature.
 Award rank to students when it is not earn on merit
 Approach students or other schools to lure them across to their school

5 Principles of Martial Arts Teaching

1. Planning

The foremost element in teaching is careful planning. Plan the objectives for each class and
delegate the amount of practice time you will allow for each. For effectiveness and safety,
carefully consider the type and number of exercises and skills you will teach in every class. Set
goals for each class. Students can perform better and learn more quickly when they have goals to
work toward. In setting your classroom goals, it is best to identify each individual’s strengths and
weaknesses whenever possible. This insures smooth progress and avoids unnecessary frustration.
For the greatest motivational value, goals must be specific and reasonably difficult to
accomplish. (For a more detailed discussion of planning, see Chapter 5)

2. Motivation
It will make your job easier and more successful when you have students who are motivated to
learn. The desire to change and acquire new skills is necessary for a student to continue studying
martial arts for a long period of time. The single best way to motivate others is to be a highly
motivated person yourself. (For a more detailed discussion of motivation, see CH. 3)
3. Recognition of Individuality

Every individual has a different way of perceiving and understanding the world around him.
Since you are teaching a group of individuals you must consider every person individually and as
a part of the whole. Every individual learns at his own pace and to the best of his ability. Inherent
to being a good instructor is the aptitude for teaching the class as a unified whole while giving
each individual the specific instruction he needs to improve.

You must master the ability to balance the need for individuality with the need for conformity.
While there are many things that all students perform uniformly, an overemphasis on conformity
can stifle a student’s natural talent. Because we are all unique persons with unique physical and
mental characteristics, we each have special talents and weaknesses.

By accurately recognizing these strengths and weaknesses, we can maximize our potential. We
are both confined and compelled by our uniqueness.

Yet, within the martial arts there is a special tradition and heritage that have been handed down
to us. It is our duty to preserve the character of our art and to pass it on to our students.
Therefore, we require that students practice certain skills in a specifically designated way,
without digression. A good example of this is the practice of forms. Every white belt in a
particular style practices the same form in the same way that every white belt before him
practiced it. This is a way of preserving the tradition of our art. Of course some people kick
higher or punch faster than others, but this does not mean that to showcase the kickers we
demand that everyone kick high or to accommodate the punchers, we substitute punches for
kicks. This would be time consuming and detrimental to the martial arts as a whole. To teach
effectively we must set the standards for students as well as encourage their individuality.
4. Practice

Regardless of their individual needs and differences, all students need the opportunity to practice
what they have learned. Repetition is the best method of practice to perfect a skill. Supervise
your students’ practice sessions whenever possible. This will prevent them from practicing
flawed techniques that could lead to bad habits or injuries. When a student reaches the advanced
level, practice becomes even more important because of the broad scope and difficulty of
techniques being learned. Many advanced students tend to stop practicing basic techniques.
Remind them to continue to keep their foundation strong. Every good instructor recognizes that
fundamental skills are prerequisite to success in the martial arts.

In addition to regularly scheduled classes and supervised practice sessions, many students may
need specific guidelines for their personal practice sessions. For tournament competitors, for
example, two or three classes per week are not enough. At least five or six periods per week must
be spent in a well-planned and consistent practice program. If a competitor practices three times
a week in the school, he should practice two or three times by himself. His additional practice
sessions might include things not fully covered in class such as interval training, stamina work,
short and long distance running, speed training, weight training, etc.

A practice program should be planned with diversity. The program must include training for
power, speed, endurance, strength, flexibility, and reflexes. It is best to train one day
concentrating on physical intensity and next day with emphasis on mental skills such as
accuracy, reflexes or strategy.

When a beginner must practice alone, let him practice with emphasis on slow, correctly
performed techniques. He should not have anxiety over mastering techniques overnight or with
great speed. More beginners get injured when they practice alone than when they practice in
class. The reasons for this are improper warm-up, incorrect execution of movements, and over
anxiety.

The best way to prevent injuries and setbacks is to practice under a qualified instructor’s
supervision. With an instructor’s guidance, students can maximize their power and speed so that
they can break through their present limitations and move on to the next level of skills. If a
student experiences a plateau in his training help him overcome it by reassuring him that it is a
normal step on the path of learning. You also can provide him with alternative practice methods
such as meditation, traditional conditioning exercises or reading materials that may give him
insight into his situation.

Practicing is the road to mastery. There are many paths to take. Some are uphill, some are
downhill, and some are long flat stretches of smooth sailing. As an instructor you have to be able
to visualize the entire path for every one of your students. When a student is progressing well, let
him go along by himself. When he is struggling uphill, gently push him higher. When he is
rushing downhill, give him your hands to slow his ride.

Be creative in motivating your students to continue practicing. If you make them consistent in
their practice, they will reach the destination they dreamed of on the first day of class. (For a
more detailed discussion of practice, see Chapter 3)

5. Performance Assessment

Performance Assessment is a data collection process that is used to comprehensively check a

student’s progress and correct errors in his performance. It is an essential technique that should
be used daily by all instructors. Performance Assessment has four progressive steps: (1)
Appraisal and Analysis, (2) Feedback, (3) Reinforcement and (4) Follow-up. Once you begin
using this process to check your students’ performance, you will find that the four steps follow
each other naturally and that you use them constantly in your teaching.

The first step in Performance Assessment is Appraisal and Analysis. This is actually two
separate but related steps. Appraisal takes place when you watch an individual student’s
performance and determine his current skill level. In doing this, note his general condition and
improvements made since his last Performance Assessment. If a student is performing a specific
movement incorrectly or that he generally has a bad habit, analyze exactly where the difficulty
lies. Accurate analysis is very important because if you incorrectly diagnose the problem, the
student will continue to perform poorly.
Step two is Feedback. Feedback simply means telling the student how he is progressing. In
learning a new skill, a student cannot accurately judge if he is executing it properly. Guide him
toward the correct movement through verbal and physical reminders. Correct a mistake as soon
as it occurs to prevent it from becoming habitual. If the error does become a habit it can still be
corrected through consistent feedback. Using negative feedback for incorrect actions and positive
feedback for correct actions will considerably accelerate student learning.
Feedback must be followed by Reinforcement. For some students, the enjoyment of performing
well can be enough reinforcement to make them continue to improve. But even highly motivated
students occasionally need some kind of external reinforcement. Reinforcement is similar to
feedback, in the sense that there are two types of reinforcement you can employ - negative and
positive. Positive reinforcement includes individual praise or, less frequently, a material reward
for desired behavior.

Negative reinforcement means ignoring or discouraging undesirable behavior. In extreme

situations, especially when the safety of other students is at risk, punishment may be required.
Only use negative reinforcement or punishment only when a person fails to respond to positive
techniques. Unlike positive guidance, negative reinforcement discourages the student’s
undesirable behavior, but it fails to provide him with an alternative behavior.

The final step of Performance Assessment is Follow-up. Check each student’s progress regularly
with particular attention to his or her previous difficulties. Follow-up is used to ensure that the
student can and is performing in the way that he was taught. It also prevents the student from
slipping back into bad habits that could result in a loss of effectiveness in his training.
Advantage and Dis-Advantage of sports and combative martial arts.
Advantage
Physical Benefits
Like any physical fitness regimen, martial arts practitioners can expect improvements in
cardiovascular fitness and muscle strength. It's one more way to move and stay active. But
martial art has more to offer than some other forms of exercise.
Martial arts practice also tends to improve posture, stamina, endurance, and flexibility. A 2014
review showed that martial arts students gain faster reaction times and significantly better
balance over time.
In a Portuguese study, adolescent martial arts students shower better bone density than a control
group. Strong bones are less liable to breakage and lay the foundation for a future free from
osteopenia or osteoporosis.
Older practitioners can see specific benefits as well: a 2016 study from the American Geriatric
Society demonstrated a link between martial arts exercises and a decreased incidence of falls.
Taekwon-do exercises emphasize dynamic movement that train the muscles involved in balance
and walking, reversing the declines seen in aging adults. In addition to preventing the hip
fractures or broken bones that come from falls, martial arts can slow age-related declines in
visual movements. The fast movements involved in taekwon-do or judo can also improve
perception and peripheral vision in students of all ages. Taking up martial arts may be a good
way to counteract the effects of aging.

Mental Benefits
While the physical benefits and advantages of martial arts are a clear draw, the mental benefits
can't be discounted. Martial arts like taekwon-do are increasingly understood as a comprehensive
approach to both physical and mental well-being.
A scientific case study from the American Journal of Psychotherapy suggests that martial arts
can be a form of mental therapy. The physical aspect of martial arts exercise can pair well with
psychotherapy as a way to let out or discover suppressed feelings and emotions.
Martial arts students tend to see significant cognitive and behavioral benefits. Numerous studies
suggest that the practice improves assertiveness. A study from singapore demonstrated that
taking up martial arts improves symptoms of depression and anxiety in older adults over the
course of a year.
In children, martial arts practice can raise self-esteem, both through simply improving physical
fitness, as well as gaining discipline and learning how to defend themselves against opponents.
The sense of preparedness that comes with learning self-defense can carry significant
psychological benefits.
The martial arts also teach students, especially children, how to resolve conflict in a healthy way.
A form of self-defense, the practice discourages starting physical fights. Instead, students learn
not to respond to provocation with violence.
Another benefit in today's society is increased attention. In the age of Twitter and Snap-chat,
distractions abound and attention deficits are on the rise. In an experiment conducted by
researchers at Bangor University, martial arts students saw improved attention, focus, alertness
compared to control groups. The discipline that martial arts required can improve attention and
help students get off their smartphones in addition to their couches.
In seniors, martial arts can halt the mental effects of aging as well as the physical ones. The
exertion and exercise that martial arts provides is one way to preserve mental function and delay
cognitive decline. A study among residents suffering from mild dementia demonstrated
significant beneficial effects from participating in a martial arts program.

Dis-Advantage

While we certainly like mentioning these facts, we rarely mention the disadvantages. Most
people immediately think about getting hurt while sparring, but that’s not it at all. The martial
arts are surprisingly safe. Statistically, you are more likely to injure yourself golfing than in a
karate class. In all my years of teaching, I’ve seen more injuries from people pushing too hard
during the warmup, not listening to their bodies, than in sparring sessions.

Injuries happen in every sport, but they aren’t more prevalent here than in other sport. No, the
main disadvantage of the martial arts, or at least what I’m talking about today, are calluses.

A callus, not to be confused with the related corn, is a clump of hardened skin. They are a natural
protective mechanism. If you’ve ever did any sewing or rock climbing, you know your fingers
can take a beating. Having baby-soft, sensative fingers is not an advantage in these activities.
Over time, your fingertips will begin to harden. This rough patch of skin, the callus, is less likely
to rip, scrape, blister, bleed or feel pain. It’s pretty nice, actually.

On the downside, by definition, they are hard patches of skin. They don’t feel especially nice.
Depending on the size and shape, they can interfere with some activities. Your hands feel less
soft. Aesthetically, they can be pretty gross, again depending on the spot. Some calluses are
effectively invisible, while others stick out like a sore thumb.

On the whole, calluses are mostly a good thing. They respond based on your activities. If you
never do anything with your hands, you won’t get any. Your hands will stay soft and smooth,
though if you ever have to use them then you will be in for a rude awakening. If you do use your
hands, then calluses will protect the most sensitive parts. The only cost is aesthetics, really,
which aren’t a terribly big deal.

All of that is great, but calluses can form apart from your hands. Indeed, they can show up
anywhere in the body; the hands are simply the most common. In the martial arts, we practice
barefoot. There are countless reasons for this, ranging from the mundane (tradition, it’s always
been done this way) to the oddly specific (it lets you train the little muscles in your feet better
than when supported by shoes) to the ‘oh, I never thought of that’ before (wearing shoes can
swiftly deteriorate the mats most studios have).

Training barefoot is no problem. Personally, I’d rather be barefoot than anything else. Sock is the
enemy and barefoot is freedom. I’ve even started barefoot running within the last year, using
Vibram Five-Fingers as my only layer between my feet and the pavement. In the summer, I can
go weeks without putting socks on, just using my Vibrams or my Birkenstocks for all my
walking needs.

Anyway, the problem isn’t being bare-foot, it’s the training while barefoot. Your feet have to do
a lot: stepping, sliding, pivoting, kicking, stomping, running and so much more. All of these
actions place a lot of stress on the bottoms of the feet, and naturally calluses start to form.

The most obvious place is with the kicks. This is correct, but it’s not where you think. The
kicking foot, the one that makes contact, doesn’t really develop calluses. It’s hitting hard but for
only a fraction of a second. The kicking motion is a straight line, so there is no real rubbing, so
no real chance for a callus to form. No, the problem isn’t with the kicking leg but with the other
one, the base leg.

A proper kick uses more than just one leg. The whole body gets in on the action. Depending on
the kick, you either push your hips or rotate your body around for maximum power. This
involves sudden, powerful pivots on the base leg. You turn quickly on every quick, rotating on
the ball of the foot. Unlike the kicking foot, this one has constant rotational force applied for a
relatively longer time, all while bearing your entire body weight.
History of Judo
Judo is a martial art that was born in Japan, and it is now known around the world as an Olympic
sport. Judo was established in 1882 by combining jujitsu, a form of wrestling, with mental
discipline. The roots of jujitsu lie in sumo, which has a long, long history; sumo is mentioned in
the Nihon shoki (Chronicle of Japan), a document from 720 that describes the history of Japan
from the mythical age of the gods until the time of Empress Jito, who reigned from 686 to 697.

From the twelfth to the nineteenth century Japan was ruled by the samurai, a class of
professional soldiers. This provided fertile ground for various martial arts to develop. In addition
to fighting with swords and bows and arrows, the samurai developed jujitsu to fight enemies at
close quarters on the battlefield. Several different styles of jujitsu evolved, and hand-to-hand
combat spread as an important form of military training.

The era of samurai rule came to an end with the Meiji Restoration of 1868, and Western culture
began filtering in into Japanese society. Jujitsu fell into decline, but the enthusiasm of one young
man rescued it from extinction. That man was Jigoro Kano, the founder of judo as we know it
today. Kano excelled in schoolwork but had an inferiority complex about his small physique. So
he became an apprentice of Yanosuke Fukuda, a master of the Tenjin Shin'yo school of jujitsu,
when he was 17 and worked to become stronger. In May 1882, when he was just 21 years old, he
took the best things about each jujitsu style and created a single new school. This was the birth of
modern judo. At first he had just nine students, and the dojo (practice hall) measured just
12 jo (about 24 square yards).
Kano went to Europe in 1889 to introduce judo outside of Japan. A famous episode occurred
aboard a ship during his voyage: When a foreigner made fun of Kano, he threw the man down
but put his hand under the man's head to prevent him from getting hurt. This illustrated how judo
combined practical fighting techniques with thoughtfulness for one's enemy. Kano always
maintained a global point of view, serving as a member of the International Olympic Committee,
and worked tirelessly to spread judo around the world.

Kano's dream came true at the Tokyo Olympics in 1964, where men's judo was recognized as an
official Olympic event. Medals were awarded to competitors in various weight divisions, and
Japanese competitors swept the gold in all except the open division, where a non-Japanese
champion was crowned. This was a sign that judo had already taken root in countries outside
Japan. Women's judo was introduced as a demonstration event at the 1988 Seoul Olympics and
was added to the official program at the Barcelona Olympics in 1992.

Currently some 184 countries and regions are members of the International Judo Federation. The
sport is particularly popular in Europe. In fact, many more people in France practice judo than in
Japan. Japan is continuing to promote judo in other countries, such as by sending instructors to
regions where judo is not so well known--like Africa and Oceania--and donating secondhand
judo uniforms.
History of Arnis
The Philippines is an island nation rich in both culture and history. The Filipino martial art of
Arnis/Kali/Escrima has contributed to both the history and diversity of the Philippines. There
are an abundance of styles and systems of Arnis/Kali/Escrima that are taught throughout the
world to this day, that have survived and developed throughout the different regions, families
and teachers who have preserved what is sometimes called a “complete” martial art.

Arnis/Kali/Escrima was originally developed by the people native to the islands using simple
impact and edged weapons such as kampilans, rattan, swords, daggers, spears and other
assorted weaponry for combat and self-defense. These weapons were also sometimes used as
farm implements.

The arrival of Ferdinand Magellan’s force in 1521 was met in battle with a group of islanders,
led by Raja Lapu-Lapu, who defeated Magellan using only a bladed weapon. Magellan’s
armored and musket bearing conquistadors were overpowered by the fierce fighters and
retreated. The Spanish returned in the 1570’s and this time the Philippines came under Spanish
rule unable to contend with the modern weaponry the Spanish used. The practice of
Arnis/Kali/Escrima was prohibited, but continued and was preserved through native ritual
dance, performance, and mock battles. Thus the arts were passed down in families from
generation to generation, honing their skill, speed, accuracy and agility.

The terms Arnis, Kali and Escrima are all used to refer to the Filipino martial arts. There has
been some confusion as to what word refers to which part of the martial art. It is believed that
Arnis, Kali, and Escrima are all a part of the same art and depending on the location, dialect
and type of training taught. Also, any of the three names may apply to a certain part of
training. One interpretation is that Kali is the mother art of Arnis and Escrima. Arnis focuses
on the knife, including dagger, sword, and any other form of bladed weapon. Escrima is based
on the baston or stick. It has also become very popular in the sport aspect of full contact stick
fighting.

To this day Arnis/Kali/Escrima has retained a strong Spanish influence not only in the names
and titles used in training, but in the impact it has had on Filipino culture. Filipino martial arts
continue to encompass a large range of weapons training and hand-to-hand combat, enriching
the culture of Filipino society. Thus the reference to it being a “complete” martial art.
History of Karate-do

Karate, the Japanese word for “empty hands,” was born in the Okinawan Islands as a form of
self-defense, at a time when weapons were banned by invading Japanese forces. It began as te
(hand), a fighting style used by the natives of the Ryukyu Islands, and was later influenced by
Chinese kenpō, introduced through the Chinese families that settled on Okinawa after trade
relationships between China and the islands were established.

From three Okinawan cities (Shuri, Naha, Tomari), each closely spaced but with very different
societal demands, three separate styles emerged:

Shuri-te
Naha-te
Tomari-te

Collectively, these styles were called Okinawa-te or tode (Chinese hand), and over time, the
styles merged slightly to become just two: Shōrin-ryū, developed near Shuri and Tomari, and
Shōrei-ryū, near Naha.

Because of increasing Japanese influence, the label of te was eventually lengthened to karate-
jutsu (Chinese hand art). It then changed to karate-do after an Okinawan master altered the
meaning of the word kara (also pronounced tode) to mean “empty” rather than “Chinese hand.”
karate-do translates into “the way of the empty hand.”

The Common Beliefs of Where Karate Started

Very little is known of the exact origins of karate before it appeared in Okinawa, but one popular
theory states that it came from India over a thousand years ago, brought to China by a Buddhist
monk called Bodhidarma (“daruma” in Japanese). As legend describes it, Bodhidarma arrived in
Shaolinsi and began teaching Zen Buddhism as well, a style of temple boxing based on exercises
designed to strengthen the mind and body. The historical accuracy of this legend is still a hot
issue of debate today.

Significant Dates in the History of Karate

1905: Karate is included in Okinawa’s physical education programs at the intermediate level.
1917: Funakoshi gives the first public demonstration of karate-do.
1922: Funakoshi is invited by Dr. Jano Kano to give a demonstration at the Kodokan Dojo,
bringing karate-do to Japan.
1924: The first university karate club is established in Japan, at Keio University.
1930s: Karate makes its way to Canada.
1936: Okinawan masters meet to discuss karate in Okinawa, a meeting sponsored by the
newspaper Ryukyu Shimpo.
1939: Japan opens Shoto-Kan, its first formal training school.
1945: The first dojo is opened in the United States.
1949: The Japan Karate Association is formed.
1950s: Karate is introduced in the United Kingdom.
1960s: Karate makes its way to the Soviet Union and is banned and unbanned several times
over the next three decades.
1964: France Shotokan Karate is created in France.
1989: Karate is legalized once again in the Soviet Union.

Significant Historical Figures

Gichin Funakoshi: Founder of Shotokan.
Dr. Jano Kano: Founder of Japanese judo.
Sakukawa Kanga: One of the first Okinawans to study in China.
Itosu Anko: Often called the “grandfather of karate,” brought karate to Okinawan schools and
simplified it for increased public acceptance.
Chojun Miyagi: Named the Gōjū-ryū style.
Hironori Otsuka: Founder of the Wadō-ryū style.
Kenwa Mabuni: Founder of the Shitō-ryū style.

Modern Karate
Today, karate-do is taught all around the world, and though it is often modified and always
changing, four distinctive Japanese styles have emerged:

Gōju-ryū
Shitō-ryū
Shotokan
Wadō-ryū

Karate has evolved into a popular and beloved sport. The World Karate Federation (WFK), the l
u7uargest organization for karate as a sport, has developed a system of common rules and
regulations, and though it is not yet recognized as an Olympic sport, the WFK is recognized by
the International Olympic Committee and coordinates with various national Olympic
committees.
Resurreccion, Angel Juds Hantic.
1A1-2 BS CRIM.

Vision
To improve man as man by developing individuals through a legacy of excellent education and
compassionate value formation.

Bisyon
Mapabuti ang tao bilang ganap na tao sa pamamagitan ng pagbibigay ng pinakamataas na antas
ng edukasyon at pagkahubog sa wastong kababang-loob at pag-uugali.

Mission
The noble dictum “improving man as man” embodies the existence of Our Lady of Fatima
University as an educational institution dedicated to the holistic formation of men and women
imbued with the necessary skills, virtue and academic development.

Misyon
Ang dakilang mithiin, “na mapabuti ang tao bilang ganap na tao” ay nakasalalay sa pagkatatag
ng Our Lady of Fatima University bilang institusyong pang-edukasyonal na tutulong sa
pangkalahatang pagbabago ng mga kabataang lalaki at babae na nararapat magtaglay ng mga
tamang kakayahan, kahandaan sa paggaa, mga angkop na kaugalian, at kagalingan pangkaisipan.
Core Values

Through innovative strategies focused on strong and updated academic foundation with enhanced
industry skills experience, a graduate of Our Lady of Fatima University is expected to be an ACHIEVER.
In the community and in the work place, an OLFU graduate will be known as a person who:

A – Aspires To Do His Best

C – Is Credible and Compassionate
H – Is Hardworking and Honorable
I – Is an Inspiration to Others
E – Is Efficiently Entrepreneurial and Employable
V – Is a Visionary
E – Is Ethical and Has Excellent Work Habits
R – Is Responsible

Mabuting Paguugali
Sa pamamagitan ng makabagong estratehiya ay nakatuon sa matatag at binagong mga
akademikong pundasyon sa industriya na pinahusay ng karanasan sa kasanayan, ang mga
nagtapos sa Our Lady of Fatima University ay inaasahan maging isang MAHUSAY. Sa
komunidad at sa mga lugar ng trabaho, isang nagtapos sa OLFU ito ay kilala bilang isang taong
may.

 Nagpapabuti na gawin ang kanyang makakaya

 Kapani-paniwala at mahabagin
 Masipag at marangal
 Inspirasyon sa Kapwa
 Mahusay, Mabisa at Etikal
 Mapangitain
 Mga gawi ng entrepreneurial, pwedeng mag trabaho at mahusay na Gawain
 Responsable
160-M worth of fake cigarettes, smuggled goods seized in Bulacan
Published June 23, 2019 4:08pm

The Bureau of Customs (BOC), through its Enforcement and Security Service (ESS), intercepted
over P160-million worth of fake cigarettes and other smuggled goods stored inside several
Bulacan warehouses.In a Sunday statement, the BOC said customs agents found 1,339 master
cases of fake cigarettes, valued at P40.170 million, inside a warehouse in Benedicto Street in
Prenza Uno, Marilao, Bulacan.The cigarettes were branded as Belmont, Camel Cigarettes,
Double Happiness, Fortune, Hope, Marlboro, Modern, and Mighty .Meanwhile, nine cigarette-
making machines and fake cigarette tax stamps worth P120 million were discovered by the BOC
inside a warehouse in Kaybanto, Caysio Road in Sta. Maria, Bulacan."Warrants of Seizure and
Detention (WSDs) will be issued against the subject items," the BOC said, pointing to violations
of the Customs Modernization and Tariff Act.

https://www.gmanetwork.com/news/money/content/698630/p160-m-worth-of-fake-cigarettes-smuggled-
goods-intercepted-in-bulacan/story/

repleksyon

Ang mga nakasaad na impormasyon tungkol sa mga pekeng produkto ay malaking kabawasan sa
mga pwedeng kitain ng mga taong pupuwedeng magtinda nito, at malaki rin ang kabawasan sa
matatanggap sanang tax na mula sa mga produktong nabanggit tulad ng sigarilyo at iba pa, ito ay
impormasyon na kailangan bigyan ng pansin dahil pwede rin itong ikabagsak ng ating
ekonomiya o ikabawas ng kikitain ng ating bansa sa mga produkto na nasabi sa impormasyon.