tag:blogger.com,1999:blog-15406436282184316382024-02-27T15:09:50.861+08:00KojutsukanKOJUTSUKAN: The place for the study of martial art skillsJohn Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.comBlogger301125tag:blogger.com,1999:blog-1540643628218431638.post-67804825560210074562023-04-22T08:26:00.002+08:002023-04-22T08:26:37.539+08:00Why do warriors feel fear only after the threat has passed?<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiIhDPLKCL4Cnmw_d8y6H5LjTQiBFuUot_eX1HF3iipYwakuc0zYIznoidjke_d1jg1ZxUSWJtLUTjSTLQYRitK13PmwsLceDj6ZlFRCBfo0hmeA4cStop2eFrBT0s1PvSoy1X0cK45LmoFFzDWT38HIAhh9_i8PssEjg5ej9VRidZmTSKH-ZYX-YZRww" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="168" data-original-width="300" height="179" src="https://blogger.googleusercontent.com/img/a/AVvXsEiIhDPLKCL4Cnmw_d8y6H5LjTQiBFuUot_eX1HF3iipYwakuc0zYIznoidjke_d1jg1ZxUSWJtLUTjSTLQYRitK13PmwsLceDj6ZlFRCBfo0hmeA4cStop2eFrBT0s1PvSoy1X0cK45LmoFFzDWT38HIAhh9_i8PssEjg5ej9VRidZmTSKH-ZYX-YZRww" width="320" /></a></div>Recently, there have been a number of posts on Facebook from martial arts authorities that have focused on explaining emotion in relation to threats or asking questions about emotions in relation to threats in order to invite comments. The book that I am currently working on, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>, is intended to deal with these issues in an authoritative way so I have decided to share some titbits from that book. This post concerns the issue of warriors only experiencing fear after a threat has passed.<p></p><p>Some of the following, including references, are taken from <i>Fear and Fight</i> and therefore the entire reference is not provided in this post.</p><p><b>Fear was selected for in nature because it conferred a survival advantage on an individual when their survival is threatened. Why then do warriors sometimes/often only experience fear after the threat has passed?</b></p><p>I regularly catch up with a friend who is a retired high-ranking police officer during which we often discuss material from my book. I once asked if he had experienced fear in a life-threatening situation in the line of duty. He didn't answer that question directly but instead asked a question of his own in relation to specific instances where his life was threatened in the line of duty but he didn't experience fear (overwhelming fear) until after the threat had passed. 'Why,' he asked, 'did I only experience fear which was selected for in nature because it conferred a survival advantage on an individual, after the threat had passed?' (or words to that effect).</p><p>Is this a common experience for warriors?</p><p>In a book that is promoted as representing a definitive collection of the most current theory, research, and practice in the area of combat and operational stress management (<i>Combat Stress Injury: Theory, Research and Management</i>, edited by C.E. Figley and W.P. Nash), William Nash, a former U.S. Navy psychologist who served in Iraq, provides the following description of warfighters’ combat action experience:</p><i>Before a planned combat action, most warfighters experience a period of uneasiness and agitation because of the unknowns they face and because, before the action begins, there is little they can do to actively master their stress. With the commencement of combat, however, the pre-action dread dissipates quickly, especially for veterans of combat. Most warriors then quickly get into a groove – a period of exceptionally low perceived stress, during which their thinking is clear, perceptions are sharp, and emotions are calm. The ‘in the groove’ period may last the duration of a combat action, if it isn’t too long or too overwhelmingly stressful. Once the action ends, however, perceived stress shoots back up as warfighters emerge from their emotional and physical numbness and review in their minds and perceive in their bodies all the dangers and horrors they may have experienced. The veteran warfighter quickly masters this rebound stress, however, and perceived stress returns to baseline. </i>(2007a, 47)<br /><br />Nash explains that many definitions for the word 'stress' has been offered but none has encompassed all the usages of the term even in the scientific community. I refer to this as 'the ambiguous concept of stress,' and as Hans Selye, the 'father' of the stress concept, famously said, 'Everybody knows what stress is, but nobody really knows.' In the case of the warfighters' combat action experience described above, stress is anxiety-fear.<br /><br />The warfighters’ combat action experience can best be understood by dividing the experience into three temporal phases: before, during, and after a combat action experience. In emotion terms, the pre-event phase can be described in terms of anxiety (future anticipated threat) and the during-event phase in terms of fear (real or perceived imminent threat). In chapter four in <i>Fear and Fight</i>, we see that emotion is evolutionarily designed to promote homeostasis: ‘For example, running from a source of threat reduces the threat and tends to reestablish the condition that existed before the threat occurred’ (Plutchik 2001a, 120). The reestablishment of the condition that existed before the threat occurred describes the post phase of a threat event. This is our principal natural response to a threat, however, anxiety-fear-return to homeostasis phases do not describe the warfighters’ combat action experience as described by Nash above (although he did implicitly refer to the pre-event emotion of anxiety with his reference to uneasiness, agitation, and dread pre-action).<br /><br /> In terms of emotion phases, the principal natural response to a threat is anxiety-fear-no fear; the warfighters’ emotional response to a threat described above is anxiety-no fear (during phase)-fear (post phase)-no fear (return to homeostasis). What’s going on here? <div><br /></div><div>In the chapter on PTSD in <i>Fear and Fight</i>, I refer to Friedman et al and Friedman:</div><div><br /></div><i>[Friedman et al] make specific reference to military personnel: ‘Trained military personnel may not experience fear, helplessness, or horror during or immediately following a trauma because of their training. They may only experience emotions after being removed from the war zone, which could be many months later’ (2011a, 756). Friedman expands the identified personnel who may not experience an emotional response at the time of a traumatic event to include, ‘military, police, and firefighter personnel who often report that they felt nothing, but that their professional training “kicked in”’ (2013, 551).<br /></i><div><br /></div><div>Warfighters experiencing no fear during the event/combat action phase is explained by Friedman et al and Friedman in terms of their training (see above), however, why do warfighters experience fear <i>after</i> the threat has past given that fear was selected for in nature because it conferred a survival advantage on an individual when their survival is threatened? </div><div><br />The answer to that question lies within the learning aspect of PTSD discussed in <i>Fear and Fight</i>. In summary, a major feature of PTSD is the re-experiencing phenomena. When proposing his evolutionary theory of PTSD, Cantor suggests that the ‘re-experiencing phenomena of PTSD represent higher order memory and learning experiences. … Simply put, if ancestral individuals have had seriously threatening experiences, their long-term survival might be promoted if their lessons were not forgotten (re-experiencing symptoms)’ (2005, 123-124). Before Cantor there was Silove who suggests the same thing when exploring whether PTSD is an ‘overlearned survival response’:</div><div><br /><i>automatic repetition of trauma memories once the survivor has withdrawn from the situation of danger ensures that memory traces signifying life threat are maintained in a highly active state and that they are rapidly retrieved when cues signifying the salient danger are encountered. Although the repetition of traumatic memories by the rehearsal mechanism triggers subjective distress in the survivor during the acute phase after trauma exposure, from an evolutionary perspective, the priority of survival learning overshadows the organism’s need for emotional stability. </i>(1998, 186-187) <br /><br />According to this view, the re-experiencing symptoms of PTSD are nature’s way of instilling and/or reinforcing the lesson that the traumatic event was dangerous and should be avoided in the future. <br /><br />In answer to my retired police officer friend's question, while his training produced a no-fear response during t<span style="font-family: Times New Roman, serif;">he life-threat event, nature still wanted him to learn the lesson that what he did was dangerous and it should that it should be avoided in the future (</span><i style="font-family: "Times New Roman", serif; font-size: 16px;">Don’t do it again!</i><span style="font-family: "Times New Roman", serif; font-size: 16px;">). Nature teaches this lesson in this case through fear being experienced after the threat has passed. It is still a survival response as it’s evolutionarily designed to avoid such life-threats in the future.</span></div><div><span style="font-family: "Times New Roman", serif; font-size: 16px;"><br /></span></div><div><span style="font-family: "Times New Roman", serif; font-size: 16px;">PS: My friend was happy to learn that this was a warfighter's combat action experience when I shared Nash's extract with him. While the previous sentence was designed to add levity, it does also show that knowledge about our natural and learned responses to a threat does alleviate stress, distress, confusion, etc, and which is why 'stress exposure training' that is used to better prepare military personnel for operational deployment, and most treatments for PTSD commence with a psychoeducation phase.</span></div><div><div><o:p style="font-family: "Times New Roman", serif; font-size: 16px;"></o:p></div><div><span style="font-family: "Times New Roman", serif; font-size: 16px;"><br /></span></div></div>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-34330174124515695492022-04-16T08:16:00.001+08:002023-12-19T07:50:48.307+08:00Combat-Related PTSD<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgp0NRlWPm1s_LIJe2SZ-Zrg5MCzH-6xgEe5XjTbRncebBfE5wK-aq2alZt8wlTRUq-WN_sFKjEm_QUmjr0Mx9PUwEMIwWVbcJpRwcAjPS27bwhL7qmD_vTj6SWGDGjCA9vPK1ZyvbKsdrDQz1Cv0dn6nyO7jIVvWJIJzD8abmirCz9IQOZF_ql7Grojw" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="241" data-original-width="209" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEgp0NRlWPm1s_LIJe2SZ-Zrg5MCzH-6xgEe5XjTbRncebBfE5wK-aq2alZt8wlTRUq-WN_sFKjEm_QUmjr0Mx9PUwEMIwWVbcJpRwcAjPS27bwhL7qmD_vTj6SWGDGjCA9vPK1ZyvbKsdrDQz1Cv0dn6nyO7jIVvWJIJzD8abmirCz9IQOZF_ql7Grojw" width="208" /></a></div><br />I've been working on the chapter on PTSD in my <i>Fear and Fight: A New and Better Understanding of Our Natural and Learned Responses to a Threat</i>. Fascinating subject. In this post I will share some information about combat-related PTSD.<p></p><p>The first thing that needs to be understood about PTSD is that PTSD is a generic term and includes different types of PTSD. Different types of PTSD means different symptoms and different treatment.</p><p><i>Evolution and Posttraumatic Stress: Disorders of Vigilance and Defence</i> by Chris Cantor is the first book to examine PTSD from an evolutionary perspective. Cantor argues <span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">that a confounding issue in the study of trauma
is the blurring of boundaries between fear and loss-related phenomena. He
suggests that the study of responses to extreme fear involves PTSD and that of
loss involves depression: ‘PTSD might be more useful if it was restricted to
the emotion fear; loss is adequately catered for by depression’</span></p><p><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Cantor is comparing apples with oranges here. Fear is an emotion, loss is not. Appraisal theory has a stress appraisal being classified as either harm/loss, threat, or challenge. It is better to speak of threat-related and loss-related PTSD.</span></p><p><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Cantor states that fear is the key emotion in (threat-related) PTSD. However, </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">empirical evidence suggests that there is a
unique relationship among PTSD, anger, and aggression, particularly in veterans.</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"> Why? Because warfighters are trained to cope with threats with anger and aggression. While a benign stimulus in PTSD is erroneously appraised as threat, the trained response of a warfighter/veteran to a threat is anger and aggression. That trained response is reinforced in combat when it is successfully employed to survive life-threats. (See <a href="https://www.researchgate.net/publication/14189954_Anger_regulation_deficits_in_combat-related_posttraumatic_stress_disorder_Journal_of_Traumatic_Stress_10_17-35" target="_blank">Chemtob et al (1997)</a> 'Anger regulation deficits in combat-related posttraumatic stress disorder' <i>Journal of Traumatic Stress</i>.)</span></p><p><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Compare that to rape-related PTSD. In those cases, fear is the key emotion and the response is our natural or instinctive response to a threat rather than a learned/trained one.</span></p><p><span style="font-family: Times New Roman, serif;">There are many issues that arise from this conception of PTSD. For instance, </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><a href="https://pubmed.ncbi.nlm.nih.gov/24902130/" target="_blank">Possis et al (2014)</a> investigated driving
difficulties among military veterans and the potential pathways that underlie
risky driving behaviour. The risky driving behaviour pertains to driving
behaviour in the relatively benign civilian environment upon return from
deployment. Possis et al start off by explaining that military personnel
deployed to Iraq and Afghanistan often develop mental health difficulties
(e.g., PTSD), which may manifest as problematic driving behaviour: ‘Veterans
may be more likely to engage in risky driving and to subsequently be involved
in motor vehicle accidents and fatalities’ (2014, 633). Possis et al </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">propose three mechanisms underlying driving
difficulties in the population group under investigation: influence of fear,
influence of anger and aggression, and influence of thrill seeking and
sensation seeking.</span></p><p><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">When
considering the influence of fear on driving difficulties among military
veterans, Possis et al explain that,</span></p><blockquote> Certain military experiences may make veterans more prone to fear-related driving difficulties. Military training itself may have an influence; the importance of ‘tactical awareness’ or being aware and able to react to danger immediately at all times is emphasised. Constantly being on guard and aware of potential threats might make an individual more apprehensive and anxious. In discussing his anxiety in dense traffic, the patient of one author (E.P.) commented that ‘my [military] training taught me it’s not safe to be boxed in. … individuals with significant driving anxiety are likely to make catastrophic predictions about driving situations (e.g., ‘trash on the side of the road could be an IED’) and are likely to attend to threat-related cues to the exclusion of other information. Additionally, these individuals are likely to engage in avoidance behaviour, such as steering clear of traffic or underpasses.’ (2014, 634-635)<div></div></blockquote><div>The question here is, are the driving difficulties fear-related in combat-related PTSD or is it simply their training. The appraisal is in error, but does it produce a fear response? And what of a veterans training? They are trained to deal with fear and anxiety, e.g., stress exposure training (chapter 18 in <i>Fear and Fight</i>). Interestingly, a lot of therapy for PTSD is the same training provided to warfighters to better prepare them for operational deployment. Warfighters should already have a lot of the tools necessary to treat threat-related PTSD given they are the same tools they are taught to overcome fear and anxiety in order to fight.</div><div><br /></div><div><br /></div><div><br /></div>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-25578862817447137392021-12-05T13:04:00.001+08:002021-12-05T13:04:20.375+08:00Kodokan Judo Belts and Snooker Balls<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMpnlenRHCBdqWebRFCJfUE4u3wObDpiIbyWxRenYaPO5dN8eGKwCrguZ4jds97sONoBZUbxmBJ1Gq659Fk9qAi4nomvdl01Sq4b8-qim5hjUPx5FKcLV_MsFfbat7sC1PbCRM93tOWmso/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="197" data-original-width="256" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMpnlenRHCBdqWebRFCJfUE4u3wObDpiIbyWxRenYaPO5dN8eGKwCrguZ4jds97sONoBZUbxmBJ1Gq659Fk9qAi4nomvdl01Sq4b8-qim5hjUPx5FKcLV_MsFfbat7sC1PbCRM93tOWmso/" width="312" /></a></div><p></p><p>I was updating my book tentatively titled, <i>The Science Behind All Fighting Techniques</i>, and was looking into what a black belt originally meant when introduced by Jigoro Kano, founder of Kodokan Judo.</p><p>Kano introduced the black belt to distinguish between seasoned practitioners and others. Kawaishi introduced coloured belts for kyu grade because he was teaching in France and considered that Westerners needed some form or recognition for advancement.</p><p>So where did the colours come from for the kyu grades.</p><p>The International Judo Federation website refers to one theory that they were based on the colour of ... snooker balls. :) I just love this. Different colours with different values.</p><p>I've read a description for Kyokushin karate which refers to the colours of their kyu belts reflecting those of our 'aura.' The invisible energy fields that surrounds all living things apparently, although not so invisible if they formed the basis for a coloured belt grading system.</p><p>The martial arts (as opposed to the martial way) was developed by practical people for practical reasons. I just hate how it has be subverted and devalued by those who use it take people on a supposed 'magical mystery tour.'</p><p>If you want the whole analogy thing, which is the most important ball on the snooker table :) ... the white ball pots the coloured balls to win the game, including the black.</p>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-25864021263371151042021-11-11T12:47:00.000+08:002021-11-11T12:49:02.027+08:00Core of All Learning and Martial Arts/Self-Defence Instruction<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlujLhw-nCrubdgQ3QI1RZJHuz7E0TTI04NJ_99bpQke8OveuKusM36M1LgF7ekqck7wdZsWoltx94zV50PkjFpcmq4WR8hDETwLy9R_f1DKaGNj8F0dna5L0vmtUO1DaM_RxP_M7waCFt/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlujLhw-nCrubdgQ3QI1RZJHuz7E0TTI04NJ_99bpQke8OveuKusM36M1LgF7ekqck7wdZsWoltx94zV50PkjFpcmq4WR8hDETwLy9R_f1DKaGNj8F0dna5L0vmtUO1DaM_RxP_M7waCFt/" width="320" /></a></div><br />My last post concerned the PTSD story based on my work for a chapter in my book, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>. That chapter has been put on hold as I returned to the chapter on <i>The Strategic Use of Emotion to Counter Fear in War</i>. The book is a process and product of learning and insight. As I learn more and gain more insights, it impacts on previously written chapters that produced that learning and insights, and thus a re-think and re-write is required.<p></p><p>This post, however, is a return to the core of all learning. The <a href="http://kojutsukan.blogspot.com/2015/05/whats-difference-between-throws-and.html" target="_blank">core of all learning</a> is the second chapter in my <i>The Science Behind All Fighting Techniques</i> because it is such an important concept. This has become so obvious in the past few weeks based on discussions with various martial artists.</p><p class="MsoNormal">In their book on research-based strategies for increasing
student achievement, Marzano, Pickering, and Pollock (2001) explain that the
identification of similarities and differences may be considered the core of
all learning. M<span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">arzano, Pickering, and Pollock explain that research
has identified four highly effective forms of identifying similarities and
differences: comparing, classifying, creating metaphors, and creating
analogies. </span></p><p>We use the identification of similarities and differences to make sense of our world every single day. Understanding this concept enables us to use it consciously and deliberately rather than unconsciously and accidentally.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaVdYp_hUACte_zjSSBdWxvjkrm_ulhwYqUOEJ3jlbpD7m2pHRvbrDycoQF4v_345iF8ZwLOdJXsm6a2tnBe4wK_enYX8S3hwRE3poAfgON9vixEitZPHtSjr7YWnn2WTR7x3vieDYlYbW/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="273" data-original-width="495" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaVdYp_hUACte_zjSSBdWxvjkrm_ulhwYqUOEJ3jlbpD7m2pHRvbrDycoQF4v_345iF8ZwLOdJXsm6a2tnBe4wK_enYX8S3hwRE3poAfgON9vixEitZPHtSjr7YWnn2WTR7x3vieDYlYbW/" width="320" /></a></div><br />The martial arts is the very definition of the use of the core of all learning. The Karate Kid's <a href="http://kojutsukan.blogspot.com/2010/07/wax-on-wax-off.html" target="_blank">'wax on, wax off'</a> is the very definition of the use of metaphors to teach karate techniques. Housner and Griffey (1994) use this movie as an example of the use of metaphor in motor skill instruction.<p></p><p>'Horse-riding' stance is another use of metaphor to teach martial arts techniques. In each case, as is the case with the identification of similarities and differences generally, the known is used to teach/understand the unknown. </p><p>Of course the use of metaphor to teach martial arts techniques has its limitations for a variety of reasons. For instance, wing chun's 'goat gripping' stance does not help me understand this stance given that I have never seen anyone try and grip a goat. Ditto with Mas Oyama's <i>birin</i>, 'tail of dragon' stance. Even after watching <i>Game of Thrones</i> I have no idea what a tail of dragon stance would look like, not initially anyway.</p><p>How do you explain aikido? 'It's like jujutsu, but ...' What is pencak silat? 'It's an Indonesian form of karate.' Using the known to understand the unknown by identifying similarities and differences.</p><p>One of Jan de Jong's favourite theory questions in his jujutsu shodan grade was, 'What is the difference between o soto gari, o soto otoshi, and o soto guruma?' A more complete and insightful question would have been, what are the similarities and differences between those three techniques. </p><p>The very reason for Minoru Mochizuki's <i><a href="http://schoolofjandejong.blogspot.com/2019/03/ken-tai-ichi-no-kata-and-core-of-all.html" target="_blank">kentai ichi no kata</a></i> (kata of sword and body) is to demonstrate the similarities between sword and unarmed defences (see <a href="https://www.youtube.com/watch?v=WV1HCZr-LB0" target="_blank">here</a>). A sword defence is demonstrated followed with a similar but different (unarmed) defence. A more complete <i>kata </i>would be to focus on the similarities and differences because unarmed techniques can be/are compromised in order to fit with the theme of the <i>kata</i>, that being to demonstrate the similarities between sword and unarmed techniques.</p><p>In the current chapter I'm working on, one of the strategic uses of emotion to counter fear in war is the 'inculcation of hope.' Petersen and Liaras (2006), whose paper the chapter is based upon, use fear to understand hope. When those who argue that hope is not an emotion, they base their argument on a comparison between hope and the concept of emotions generally.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgreme2GXg7QoLAqhpjwZvuYS6Ig6uD4JZ2wg12o8sKKtOoXimosf5yqqhvHMkWNTxsZsrx-fVVr4EJpkeZhwjmPpzVl1BfVNuKJ_Ox8SBFN3W2WYodAA7VspHR4G-eMKHwRLs8mQh9cDg8/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="328" data-original-width="236" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgreme2GXg7QoLAqhpjwZvuYS6Ig6uD4JZ2wg12o8sKKtOoXimosf5yqqhvHMkWNTxsZsrx-fVVr4EJpkeZhwjmPpzVl1BfVNuKJ_Ox8SBFN3W2WYodAA7VspHR4G-eMKHwRLs8mQh9cDg8/w231-h320/image.png" width="231" /></a></div><br />I was training some students in certain <i>shime waza</i> (strangulation techniques) from a prescribed attack and one technique did not 'feel' right. These <i>shime waza</i> are the same as those taught in judo so I studied the judo version. What I found was the judo techniques are applied with <i>tori </i>(the applyer) already behind <i>uke</i> (the applyee). The JDJ method was from a high punch where <i>tori</i> started off in front of <i>uke</i> and had to find a way to get behind them in order to apply the technique. This leads to all sorts of questions, however, knowledge and insight was gained through comparing those same techniques used in judo and JDJ's jujutsu.<p></p><p>I was reflecting on JDJ's jujutsu grading system and did so by comparing it to that of his aikido and other aikido, jujutsu, and karate grading systems. Far more insights were gained by doing so then if I'd simply attempted to study that grading system in isolation. In fact, the very concept of 'best practice' is based on comparison.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjinyDpiyNXLOmFbuYsTHzdvUl6BIYAYWBxfttEH578PuRoDMX5FDi5Q8u9qisRYy_GGVvkpgV4FQs6fxH3zBXdmelZIyz-fwpgRrO8UwDfRvyfJ58QblL3e6P0NB_HTwUUsQ_gk1_22pNZ/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="369" data-original-width="691" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjinyDpiyNXLOmFbuYsTHzdvUl6BIYAYWBxfttEH578PuRoDMX5FDi5Q8u9qisRYy_GGVvkpgV4FQs6fxH3zBXdmelZIyz-fwpgRrO8UwDfRvyfJ58QblL3e6P0NB_HTwUUsQ_gk1_22pNZ/" width="320" /></a></div><br />In another part of my life, I am a financial and corporate governance professional. What is the purpose of financial statements? It's to inform. How does it do so? Through the identification of similarities and differences. FSs are comprised of income, expenses, assets, liabilities, and owner's equity. Those are all classes of financial transactions. To better understand financial performance and financial position, you compare. Compare month to year-to-date, current year to previous year, other companies in the same industry, etc.<p></p><p>While most martial artists are comfortable with this concept, they often baulk at classification. This becomes very evident when I raise the issue that most, if not all, martial arts acknowledge the existence of throwing and takedown techniques but do not know how they are different. The common response is that the difference is academic and/or classification is an administrative exercise and serves no useful purpose (even though the very idea of throwing techniques and takedown techniques is an exercise in classification). Not so.</p><p>'Classification is often thought of as an administrative exercise and treated with disdain within the martial arts community. Lakoff (1987) warns against such a dismissive attitude. He suggests that there is nothing more basic to our thought, perception, action, and speech than classification and that without the ability to classify we could not function at all, either in the physical world or in our social and intellectual lives' (extract from my book).</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja9IoG4AhTQyOdWQygLkBy8Liv9oEUcpEBkJXjDPg32xreZvZdhe8wFp4NOGLkFTCgmN_RmfJiMgHaVijuQuGTfXWpHuXmvJHiF9wJW_QxpYpaKIwreODCns3J5Jc42FIdRyYmjk1AiIY9/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="816" data-original-width="800" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja9IoG4AhTQyOdWQygLkBy8Liv9oEUcpEBkJXjDPg32xreZvZdhe8wFp4NOGLkFTCgmN_RmfJiMgHaVijuQuGTfXWpHuXmvJHiF9wJW_QxpYpaKIwreODCns3J5Jc42FIdRyYmjk1AiIY9/" width="235" /></a></div><br /> Kano, the founder of Kodokan judo, was an educator (teacher). It is no wonder that he developed a classification system for judo. The idea of classification of techniques is seen in some aikido systems where their founders were also students of Kano.<p></p><p>One example, albeit a good example, of the benefits of classification is its use in 'previewing'. By previewing techniques, whether by classification or comparison, the student already knows what to look for in a defence before they even see it. They can call on their prior knowledge of similar techniques to help in learning the new technique efficiently and effectively.</p><p>Learning to think, teach, learn, and explain in terms of similarities and differences improves with practice. You'll notice the improvements in teaching, learning, and correcting/improving performances.</p><p><br /></p><p><br /></p><br /><b>References:</b><br /><div><br />Housner, L.D. and D.C. Griffey. 1994. Wax on, wax off: Pedagogical content knowledge in motor skill instruction. <i>Journal of Physical Education, Recreation & Dance</i> 65: 63-68.<br /><br />Marzano, R.J., D. Pickering and J.E. Pollock. 2001. <i>Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement</i>. Alexandria, Virginia: ASCD.</div><div><br /></div>Petersen, R. and E. Liaras. 2006. Countering fear in war: The strategic use of emotion. <i>Journal of Military Ethics</i> 5(4): 317-333.John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-54327307691374351752021-05-18T10:00:00.001+08:002021-05-18T10:00:51.956+08:00The PTSD Story Part 2: WWI leading to Medical 203<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK79xsKqzK6C5GnBUF-g5HqXBg3VmCwyQQMqMBEECSwCRbXBQWPSnrjTXpFPzTKKAhvJpmgCXBVTS91RxM4S5j73phwYx5wX1tCyJ0IynF4B7RcmD7FhUP1cne8Lx4EGd0Rgh9hG9yH2Bg/s609/ptsd.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="419" data-original-width="609" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK79xsKqzK6C5GnBUF-g5HqXBg3VmCwyQQMqMBEECSwCRbXBQWPSnrjTXpFPzTKKAhvJpmgCXBVTS91RxM4S5j73phwYx5wX1tCyJ0IynF4B7RcmD7FhUP1cne8Lx4EGd0Rgh9hG9yH2Bg/s320/ptsd.png" width="320" /></a></div>PTSD was introduced as a diagnosis in the third edition of the <a href="http://kojutsukan.blogspot.com/2021/05/the-ptsd-story-part-1.html">American Psychiatric Association's (APA) <i>Diagnostic and Statistical Manual of Mental Disorders</i> (DSM) </a>published in 1980, however, the PTSD story starts with World War I and the U.S. Army's <i>Medical 203</i>.<p></p><p><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-themecolor: text1;">When writing about the ‘darker side’ of military
mental healthcare, Russell, Schaubel, and Figley (</span>2018<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-themecolor: text1;">) explain how all major European armies
witnessed unprecedented, some would say epidemic, numbers of psychiatric
casualties during WWI. Hundreds of thousands of military officers and enlisted
members were being discharged, sent home, and given disability pensions for
afflictions like shell shock and traumatic neuroses. European governments and
military departments, they explain, became increasingly alarmed by this
epidemic of war psychiatric casualties that existentially endangered the
military’s capacity to fight and win wars, as well as producing skyrocketing
disability pension costs threatening to bankrupt economies. In response,
military leaders were forced to solicit the services of mental health professionals
whose discipline was still in its infancy at that time.</span></p><p><!--[if gte mso 9]><xml>
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</p><p>What developed from the mental health professionals involvement came to be known as ‘frontline psychiatry’ where psychiatric casualties are treated as close to combat areas as possible with the firm expectation that the troops will return quickly to duty. Russell, Schaubel, and Figley explain that a comprehensive review of the military’s frontline psychiatry policies demonstrates its unquestioning effectiveness in preventing psychiatric evacuations. Note the focus on psychiatric ‘evacuations.’ The focus of the program is on preventing psychiatric evacuations not long-term mental health, which is reflected in the motto of the U.S. Army Medical Corps, ‘conserve the fighting strength’ (Jones and Wessely 2003), or as Russell, Schaubel, and Figley put it, to ‘preserve the fighting force.’</p><p>This is my own cynical evaluation of this process (which is part of the abovementioned darker side of military mental healthcare). How could frontline psychiatry <i>fail</i>? A soldier suffering combat stress reactions is taken off the frontline thus removing the stressor. They are kept close enough to the front to be reminded of their comrades fighting at the front, aka receiving support from their comrades, and how they are letting them down. The soldier returns to combat where their condition was indeed transient and they once again engage in combat in an effective manner. No psychiatric casualty going home. The same soldiers' fighting abilities may be impaired because of a mental disorder associated with the stress of combat and they are wounded or killed in action. WIA or KIA, no psychiatric casualty going home. They may desert because of their mental condition caused by the stress of combat, in which case they are a deserter and not a psychiatric casualty going home. They may abuse alcohol and/or drugs as a means of coping with the symptoms of their mental condition brought on by the stress of combat, in which case they are disciplined and possibly dishonourably discharged for behavioural problems. No psychiatric casualty going home. How could frontline psychiatry <i>fail</i>? It is genius, not unlike Catch-22.</p><p>
</p><p>In order to avoid a repeat of the same psychiatric attrition and subsequent disability pension costs of WWI, the Second World War saw the large-scale involvement of American psychiatrists in the selection, processing, assessment, and treatment of American soldiers. They were, however, hampered in their efforts because they were utilising a system of classification that was developed primarily for the needs of public mental health hospitals (<i>Statistical Manual for the Use of Institutions for the Insane</i>). ‘Psychiatric nomenclature which was barely adequate for civilian psychiatry was totally inadequate for military psychiatry’ (Brill 1966, 229), so the U.S. Army went about developing their own classification system. That classification system was published in War Department Technical Bulletin, Medical 203 issued on 19 October 1945 and came to be known simply as Medical 203 (Med 203). </p><p>Med 203 included a 'combat exhaustion' diagnosis which we will explore in the next post.</p><p>This exploration will also demonstrate how the mental health discipline/professionals/practice came to gain credibility and how it is based in war time practices.<br /></p><p><!--[if gte mso 9]><xml>
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<![endif]--></p>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-17862069944181242352021-05-09T08:25:00.000+08:002021-05-09T08:25:33.008+08:00The PTSD Story: Part 1<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOd_z7klVbbq8deusihyphenhyphenRNk9eenc3GhyphenhyphenSiquvWwTXhzkCXzeHwCFOeOWOAryOZC4BKncB1Q9K0Vjil6WLocP1Uk3AyO9wu0Xu-nPFRqSTv1PgnklTiCGEFSPbYEDltA6U2JBgOsqz3UW7l/s609/ptsd.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="419" data-original-width="609" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOd_z7klVbbq8deusihyphenhyphenRNk9eenc3GhyphenhyphenSiquvWwTXhzkCXzeHwCFOeOWOAryOZC4BKncB1Q9K0Vjil6WLocP1Uk3AyO9wu0Xu-nPFRqSTv1PgnklTiCGEFSPbYEDltA6U2JBgOsqz3UW7l/s320/ptsd.png" width="320" /></a></div><br />I am currently working on a chapter on PTSD in my book tentatively titled, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>.<p></p><p>This chapter came about in the saw way this book came about. I was writing the conclusion and wanted a paragraph or two to explain how the new and better understanding about our natural and learned responses to a threat can help better understand PTSD and the treatment thereof. Research to provide that paragraph or two produced a great deal of information, so much so that a paragraph or two became a chapter in and of itself in my book.</p><p>The PTSD story is a <i>fascinating </i>story. It is a story that goes far beyond PTSD. It sheds light on the mental health discipline today and how it developed. It sheds light on the 'unholy alliance' between the mental health discipline and the military that poses dire consequences for military members and society as a whole. It sheds light on the 'unholy alliance' between the mental health discipline and many organisations. It sheds light on what is 'order' and how it becomes or is a 'disorder.' It is a fascinating story.</p><p>I will write a series of posts that discuss the PTSD story over the coming period of time, however, to start, what is PTSD?</p><p>There are a host of definitions of PTSD, however, the most accurate is:</p><p>
</p><p><i>PTSD is an initialism for ‘posttraumatic stress disorder’ which is a term that first appeared as an anxiety disorder in the third edition of the American Psychiatric Association’s (APA) </i>Diagnostic and Statistical Manual for Mental Disorders<i> (DSM). <br /></i><br />Allow me to introduce you to the main characters in the PTSD story:<br /><br /><i>The APA is the main professional organisation of psychiatrists and trainee psychiatrists in the United States, and the largest psychiatric organisation in the world. The association publishes various journals and pamphlets, including the DSM. The DSM codifies psychiatric conditions and is used worldwide as a guide for diagnosing mental disorders. It is often referred to as ‘The Bible’ of psychiatry. The first edition of the DSM was published in 1952, and several new editions and revisions have since been released. PTSD was included in the third edition of the DSM published in 1980. The most recent edition of the DSM is the fifth edition, published in 2013, in which PTSD is classified as a trauma- and stressor-related disorder, a classification that is a major revision of how PTSD is conceptualised as we will see below. </i></p><p>In the next post, we will commence the PTSD story not with the DSM but the US Army's Medical 203 which provided credibility and acceptance of the fledgling psychiatric and psychological discipline and laid the foundation for mental health practice as we know it. <br /></p><p><!--[if gte mso 9]><xml>
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<![endif]--></p>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-71178030411288712182020-08-24T10:52:00.001+08:002020-08-24T10:52:26.974+08:00'Junkie Jihadis'<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw1PffTd7T_ODRDdZ9F7qG7ygd9gXO62ElwVUhOebuE2D1elIMilyL5VCMyhixEyjNNZ4sdEGvqCqmucSi-qHVVTIh851A7HZ6AQZI0se1ZRm3fYAwMxAFCHNeLO9eJprHaTJO0jfgKjGw/s711/captagon.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="400" data-original-width="711" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw1PffTd7T_ODRDdZ9F7qG7ygd9gXO62ElwVUhOebuE2D1elIMilyL5VCMyhixEyjNNZ4sdEGvqCqmucSi-qHVVTIh851A7HZ6AQZI0se1ZRm3fYAwMxAFCHNeLO9eJprHaTJO0jfgKjGw/w410-h230/captagon.jpg" width="410" /></a></div>Long story short, I was discussing the subject matter of my book (<i>Fear and Fight: A New and Better Understanding of Our Natural and Learned Responses to a Threat</i>) with a friend who served with the Australian Defence Force (ADF) in Afghanistan and referred to Colonel John M. House's, 'Soldiers must overcome their fear of death and injury in order to act and survive on the battlefield' (<i>Why War? Why an Army?</i> 2008). I said that this applies to equally to ADF personnel and the Taliban militants they were fighting in Afghanistan. The ostensible explanation for how ADF personnel overcome their fear of death and injury on the battlefield is though courage, however, how do the Taliban militants do the same? My ADF friend immediately shot back with Taliban militants fight under the influence of drugs. 'What's going on here?'<p></p><p>The term 'junkie jihadis' is taken from an article written by Lukasz Kamienski titled, <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">‘<a href="https://aeon.co/ideas/junkie-jihadis-and-the-narcotic-ways-of-war">Junkie jihadis and the narcotic ways of war.</a>’ Kamienski is also author of <i>Shooting Up: A Short History of Drugs and War </i>(2016). Kamienski would appear to support my ADF friend's assertion that Taliban militants/jihadis fight under the influence of drugs, however, the question, among many others, becomes, why?</span><!--[if gte mso 10]>
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<![endif]--></p><p>One of the strategic uses of emotion to counter fear in war that<a href="https://www.tandfonline.com/doi/abs/10.1080/15027570601086886"> Liaras and Petersen</a> identify is the creation of anger. Sun Tzu also identifies this strategy in his <i>The Art of War</i> written some 2500 years ago when he explains to get soldiers to fight they need to be angered. Anger is the emotion of courage according to Biswas-Diener in <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><i style="mso-bidi-font-style: normal;">Courage Quotient: How Science Can Make You
Braver</i>. Turning fear into anger in order to fight is also the principal strategy taught in women's self-defence.</span></p><p><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">Why would the Taliban militants/jihadis need to turn fear into anger in order to fight? Do they, in fact, need to overcome the fear of death and injury in order to act and survive on the battlefield? After all, do they not have enough reason to be angry, to hate (which is an anger-emotion family member)? America and their allies invaded their country, killing their comrades, friends, family, and fellow countrymen, destroying their homes, and occupying their country for two decades. This in addition to their religious beliefs behind their jihadism.</span></p><p><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">The question then becomes, if they do not need drugs to overcome their fear of death and injury in order to act and survive on the battlefield because anger and hate has replaced fear, why are they taking those drugs. And when I say drugs, I am referring to stimulants that are used to enhance combat performance (see Kamienski's <i>Shooting Up</i>). Not depressants or hallucinogenics, but stimulants. In their case 'captagon' which is an amphetamine based psychactive substance.<br /></span></p><br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-14326183487899648362020-07-28T10:19:00.001+08:002020-07-28T10:19:10.572+08:00Best Example of Heel Palm StrikeYou will not see a better example of a heel palm strike and its effects than Dom Sheed's use in the West Coast Eagles vs Collingwood match on 26 July 2020. :)<br />
<br />
<a href="https://www.afl.com.au/news/476686/match-review-bomber-eagle-and-lion-cops-bans?ref=BP_RSS_afl-news_0_match-review--bomber--eagle-and-lion-cops-bans_270720">https://www.afl.com.au/news/476686/match-review-bomber-eagle-and-lion-cops-bans?ref=BP_RSS_afl-news_0_match-review--bomber--eagle-and-lion-cops-bans_270720</a><br />
<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-53252295924551126122020-07-02T19:19:00.000+08:002020-07-02T19:19:07.671+08:00Warfighting - Required Reading for all Self-Defence Activities<div class="tr_bq">
<i>Warfighting </i>is the U.S. Marines basic philosophical manual that provides <span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">the
authoritative basis of how they fight and how they prepare to fight. The first
chapter in <i style="mso-bidi-font-style: normal;">Warfighting</i> concerns the
nature of war and the human dimension. The material in that chapter is
applicable to all violent encounters and all who prepare themselves or others
to engage in a violent encounter by fighting. It should be mandatory
reading for all of those people.</span></div>
<blockquote>
Since war is a violent enterprise, danger is ever present. Since war is a human phenomenon, fear, the human reaction to danger, has a significant impact on the conduct of war.</blockquote>
The same is true of all violent encounters. 'Fight Activities,' such as the military, law enforcement, martial arts, self-defence, and combat sports, teach fight. As I explain in <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>, fear impinges upon a person's readiness and ability to engage in and succeed in a fight. This is why the <i>Warfighting </i>manual instructs, <br />
<blockquote>
Leaders must study fear, understand it, and be prepared to cope with it.</blockquote>
It's not just Marine leaders that must study fear, understand it, and be prepared to cope with it. It is anyone who is involved in preparing themselves or others to engage in a violent encounter. If you do not study fear, understand it, and be prepared to cope with it, you are not teaching effective fight behaviour. You are not teaching effective self-defence.<br />
<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-90758070505803592442020-06-10T09:13:00.000+08:002020-06-10T09:42:17.464+08:00How Did George Floyd Die and Who is Directly Responsible?We are very aware of who George Floyd is and the circumstances surrounding his tragic death given the near non-stop media coverage in since the video emerged of the incident.<br />
<br />
It is a terrible look with the officer kneeling on Floyd's neck and his passing after eight minutes and x seconds. I hadn't given much thought to the specifics of the incident until a comment on Facebook yesterday which set my mind in curiosity mode.<br />
<br />
How did George Floyd die and who is directly responsible?<br />
<br />
You will recall that I have researched and written a book tentatively titled, <i>The Science Behind All Fighting Techniques</i>. A chapter in that book is dedicated to <i>Shime Waza</i> (strangulation techniques). The police call these techniques neck restraints or neck holds for obvious reasons.<br />
<br />
There are two types of these techniques that target the neck. The either target the carotid artery(s) or the front of the neck. Applying pressure to the side of the neck occludes the carotid artery(s) reducing blood supply to the brain resulting in loss of consciousness in 10-12 seconds. Applying pressure to the front of the neck forces the tongue backward blocking the windpipe passage and depriving the body of oxygen.<br />
<br />
Floyd remained conscious therefore it is unlikely that the knee of the officer on the neck occluded the carotid artery(s). Floyd continued to speak saying that he could not breathe, therefore, I could not see how the knee was producing pressure on the front of the neck forcing his tongue backward to block the windpipe passage and deprive the body of oxygen. In that case he should not have been able to speak. In any event, when I studied the photograph, and I won't reproduce it because there is no need to share this horrible image of his last moments more than it has been, the officer had his knee on the side of the neck and not the back or front.<br />
<br />
I hypothesised that the officers sitting on his back prevented his lungs from expanding thereby rending it impossible for Floyd to breath. The knee on the neck was to prevent Floyd from squirming, which it did thus preventing him from relieving the pressure on his back. I hypothesised that it was the officers on Floyd's back that are directly responsible for Floyd's death and not the officer kneeling on his neck.<br />
<br />
Turns out that the independent coroner concurs with my hypothesis. There were two autopsies conducted. The following is extracted from a <a href="https://www.nytimes.com/article/george-floyd-autopsy-michael-baden.html" target="_blank">New York Times article</a> about the subject:<br />
<br />
<i>The criminal complaint supporting a murder charge for the officer, which
referred to the Hennepin County medical examiner’s preliminary
findings, said the autopsy had discounted traumatic asphyxia or
strangulation as the cause of Mr. Floyd’s death.</i><br />
<br />
<i>The private autopsy by doctors hired by Mr. Floyd’s family determined
that he died not just because of the knee on his neck — held there by
the officer, Derek Chauvin — but also because of two other officers who
helped pin him down by applying pressure on his back. All three officers
were fired last week, as was a fourth officer at the scene.</i><br />
<br />
There is more in the article supporting the second narrative.<br />
<br />
The inability to breathe was not complete because apparently we have around 6mins worth of oxygen in our bloodstream without it being replaced.<br />
<br />
And then there is EDS, 'excited delirium syndrome.' From my as yet unpublished book,<br />
<br />
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<![endif]--><i>It has been suggested that sudden deaths that have occurred when a neck restraint has been applied by law enforcement officers may be explained through ‘excited delirium syndrome’ (EDS). </i><br />
<br />
<i>The actual cause of death associated with EDS is not known, however, it is often linked to the level of catecholamines in the body.</i><br />
<br />
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<i>DiMaio and DiMaio (2006) suggest that EDS deaths result from a fatal cardiac arrhythmia (irregularity in rhythm) caused by, in addition to the release of catecholamines due to the struggle to restrain the individual experiencing the excited delirium episode, the excited delirium itself triggering a release of catecholamines. DiMaio and DiMaio suggest that the highest levels of catecholamines occur approximately three minutes after cessation of the activity, therefore, EDS fatalities often occur after the struggle has taken place and the subject has been subdued. </i><br />
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What are the ramifications associated with this narrative. I am no lawyer so this is in no way definitive. The kneeling officer is charged with 2nd degree murder. If he was not directly responsible for the death of Floyd he may be found not guilty. The two officers sitting on his back are charged with being accomplices. If they are directly responsible for Floyd's death they are not accomplices.<br />
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The State Attorney laid the charges and he is a politician before being a prosecutor. It would be politically difficult for him to amend the charges particularly that the optics convict the kneeling officer in the public's mind. If these officers are not convicted, riots will most definitely ensue. If they are convicted of these charges, innocent men of THESE charges may be being sent to prison (the emphasis for the benefit of those who will argue send them to prison nonetheless).<br />
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One of the outcomes of this situation is relevant for martial arts and combat sports. Police and politicians are responding to calls for change by banning the use of neck holds/restraints by police (even though they were not used in this case). France has come out and banned their use by police after the Black Lives Matter protests. These techniques are described as being dangerous whenever used. In my chapter I refer to a coroner who called for their ban in the 90s and referred to them as a 'lethal weapon' because they are capable of causing death whenever used.<br />
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If they are potential lethal weapons and can cause death whenever used, why are they not banned from being taught by martial arts and used in combat sports? In light of this argument/discussion, ANYONE teaching these types of techniques in martial arts or combat sports should morally and ethically, if not legally, consider their continued teaching and use of these techniques. That consideration would include being fully informed about the subject and these techniques. To the best of my knowledge my chapter is the most comprehensive study of the subject.<br />
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As luck would have it, as soon as I published this post I read this news article about a subject dying from EDS while being restrained by police officers:<br />
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<a href="https://www.news.com.au/world/us-protests-live-updates-london-mayor-says-statues-should-be-taken-down/live-coverage/eb5381570e314e186ee92e4ae348cc9d" target="_blank"><i>“Mr McGlothen had underlying heart disease and clearly was suffering from excited delirium. The combination of these factors caused his death.”</i></a>John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-13266937606121913822020-04-07T08:07:00.000+08:002020-04-07T08:07:08.978+08:00Fear and the COVID-19 War<br />
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War had been declared on COVID-19 and war time restrictions imposed.<br />
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What do professional warfighters have to say about fighting a war? The US Marines <i>Warfighting</i> manual has this to say about the human dimension in war:<br />
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<blockquote class="tr_bq">
Since war is a violent enterprise, danger is ever present. Since war is a human phenomenon, fear, the human reaction to danger, has a significant impact on the conduct of war. Everybody feels fear. Fear contributes to the corrosion of will. Leaders must foster the courage to overcome fear, both individually and within the unit. Courage is not the absence of fear; rather, it is the strength to overcome fear. Leaders must study fear, understand it, and be prepared to cope with it.</blockquote>
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The COVID-19 war is not a violent enterprise, however, danger is ever present. Fear, the human reaction to danger, is having a significant impact on the conduct of this war. We are all potential warfighters, however, there are those how are all ready on the front-line. We must all study fear, understand it, and be prepared to cope with it.<br />
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Franklin D. Roosevelt famously said that there is nothing to fear but fear itself. All very 'positive' and motivating, however, it is just as much rubbish now as it was then. Of course there is something to fear - COVID-19 which has killed 75,000 and counting (although the Chinese seem to possess a different counting system).<br />
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Colonel John M. House in <i>Why War? Why an Army?</i> explains that fear is a natural response resulting from the instinct for self-preservation. 'Only a fool would face combat unconcerned for his safety.' We are seeing many fools in the COVID-19 war.<br />
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Don't fear fear as Roosevelt suggested. Fear is a gift according to Gavin de Becker in <i>The Gift of Fear</i>. Fear is a gift that is not to be feared.<br />
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Fear is an emotion that was selected for in nature because it conferred a survival advantage on an individual. Without fear we and the human race would probably not exist. When people advise us to trust our instincts, they are in fact advising us to trust fear for instinct is fear whispering in our ear.<br />
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Fear does not say lie down and die. Fear says there is danger, let's do something about it. Even if that something is freezing in place. Fear is always trying to protect us. As Fear says in the Oscar award winning movie <i>Inside Out</i>, 'All right! We did not die today, I call that an unqualified success.'<br />
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Fear and hope are opposite sides of the same coin. There is no fear without hope and no hope without fear. Fear and hope are are both anticipatory emotions in that they are emotional responses to something that <i>might </i>happen in the future. Uncertainty is a defining part of the emotions. Fear and hope are both attempting to make a bad situation better.<br />
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Fear is not our enemy. Fear is our ally. Always has been since the dawn of human existence. Get to know fear and make it your friend. <br />
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Where fear can become problematic is, as Arne Ohman puts it, when there is a conflict between evolutionary and cultural agendas. The evolutionary agenda is survival,. The cultural agenda is either something else other than survival or survival in a particular way (by fighting).<br />
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The <i>Warfighting </i>manual refers to courage to overcome fear. Courage is that nurse who is risking her life tending that COVID-19 patient and says to Fear, 'Thanks, but I've got this from here.' That nurse is courageous because without fear there is no courage. Fear enabled courage. Fear enabled courage by the decoupling of stimulus and response in emotion. This decoupling provides latency time where alternative actions may be considered in addition to the actions provided by nature.<br />
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This is not theory for me. I live with fear's close cousin, anxiety and on occasion I have been visited by fear's big brother, panic. I don't necessarily like this family, however, since I have no choice I've learned to live with them. They are not as scary as they first appear and they do have a bad reputation, however, they mean well.<br />
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When you study fear you get to know fear and you get to know how to cope with fear. The <i>Warfighting </i>manual is spot on in that respect and it is sound advice for all of us in this COVID-19 war.<br />
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<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-29350979101446481362020-03-13T11:14:00.002+08:002020-03-13T11:14:46.045+08:00Chemical Soldiers and Mushin no ShinI was talking to a friend who served in Afghanistan about my work concerning fear, how it impinges upon a person's readiness and ability to engage in and succeed in a fight, and the military's efforts in overcoming or counter fear in order to fight and fight effectively.<br />
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Colonel John M. House wrote in his <i>Why War? Why an Army?</i> that soldiers need to overcome the fear of death and injury in order to act and survive on the battlefield. How do our troops do that in Afghanistan? How do their adversary, the Taliban, do the same?<br />
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When I discussed my work and those questions with the abovementioned friend, he said that the Taliban fought under the influence of drugs.<br />
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This set of a 'What's going on here?' reaction in me which research psychologist Gary Klein explains in <i>Seeing What Others Don't: The Remarkable Ways We Gain Insights</i> is the curiosity pathway to gaining insight.<br />
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There were many questions posed by this reaction, however, at around the same time I was prescribed sertraline for my generalised anxiety disorder. Sertraline is one of the most highly prescribed medications to reduce anxiety, fear, and panic.<br />
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Fear (anxiety and panic) impinge upon a person's readiness and ability to engage in and succeed in a fight. Sertraline is reqularly prescribed to reduce anxiety, fear, and panic. Why aren't the Army providing sertraline or similar medication to their troops to enhance their fighting performance? If the Army are not prescribing sertraline for their troops who can live and die based on their level of anxiety, fear, and panic, why are we being prescribed this medication?<br />
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Briefly looking at this issue, I came across the work of Dr. Richard Gabriel (Colonel, U.S. Army Ret.):<a href="https://www.perfectkiller.com/gabriel-afterword.shtml" target="_blank"> https://www.perfectkiller.com/gabriel-afterword.shtml</a><br />
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Gabriel explains that the next frontier in warfare is not technological but biochemical:<br />
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<blockquote class="tr_bq">
<big><span style="font-family: Book Antiqua; font-size: x-small;"><big>But
what modern armies have in mind far surpasses anything tried in the
past. Biology and chemistry have combined in the modern age to produce
the science of biochemistry. Armed with this new knowledge, the
military research establishments of the United States, Russia, and
Israel have set for themselves the task of abolishing fear in the
soldier to make him a more efficient killing machine. The next
revolution in military power will occur not in weapons technology, but
in biochemistry that will make it possible for soldiers to better
endure the conditions of modern war. If the search is successful, and
it almost inevitably will be, the fear of killing and death will be
banished and with it will go man's humanity and his soul. The chemical
soldier will become a terrifying reality.</big></span></big></blockquote>
<br /> It's a thought provoking read. The holy grail of military research is biochemicals that eliminate fear, anxiety, and panic, producing 'chemical soldiers' as Gabriel describes them. Without anxiety and fear war will become wars of attrition. We need anxiety and fear to retain our humanity.<br />
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What does Gabriel's work then say about the samurai's <i>mushin no shin</i>, mind of no mind, where warriors are trained to fight without fear or anger? The war of attrition based on mushin no shin, no fear, is dramatically portrayed in the final battle scene of <i>The Last Samurai</i>. Are the Japanese atrocities during WWII attributable to the successful training of <i>mushin no shin</i>?<br />
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Gabriel makes another interesting point in the context of my book in that the 'brave pill' will render military concepts such as bravery and courage obsolete when bravery and courage are conceived of as acting in spite of fear.<br />
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Needless to say, this has added another chapter to my book, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>.<br />
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<br /><br /><br /> John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-82567517106729721952020-03-04T10:57:00.001+08:002020-03-04T10:57:10.956+08:00An easy way to overvome fear in order to fight :)I am currently working on the conclusion to <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>. An interesting question has arisen.<br />
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Colonel John M. House explains that soldiers must overcome their fear of death and injury in order to act and survive on the battlefield (<i>Why War? Why an Army?</i>). The way I describe it in my book (this week) is that fear impinges upon a person's readiness and ability to engage in and succeed in a fight. The same is true of all violent encounters.<br />
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I explain in the book that ironically, I had my first panic attack and was diagnosed with generalised anxiety disorder and panic disorder while researching and writing that book on the mechanism responsible for those disorders. While distressing and debilitating, this condition has enabled me to study our inherited survival mechanism from the inside out, which in turn enabled me to study our learned responses to a threat because they are often designed to thwart nature's survival efforts.<br />
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I have recently been prescribed sertraline. Sertraline is used to treat depression, panic attacks, OCD, PTSD, and anxiety disorders. It may decrease fear, anxiety, unwanted thoughts, and the number of panic attacks. In 2016, it was the most prescribed psychiatric medication in the United States with over 37 million prescriptions.<br />
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Soldiers must overcome their fear (and anxiety) of death and injury in order to act and survive on the battlefield. Fear and anxiety impinges upon a person's readiness and ability to engage in and succeed in a fight. If sertraline reduces or eliminates anxiety, fear, and panic, and is safe, why aren't soldiers and others such as front-line police officers given sertraline in order to counter fear and anxiety? Its legal, it just needs a prescription which I am sure is not an issue for the government. It'd be far easier and a lot cheaper than training such as stress exposure training that is designed to less negative reactions (anxiety and fear) under high stress conditions (combat) that impinge upon performance (fighting).<br />
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Women enroll in women's self-defence classes in order to reduce their anxiety and fear of being attacked. A big part of their training is overcoming fear in order to fight. Why not provide sertraline to manage that issue? No need to be threatened in training in order to learn to deal with fear.<br />
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Martial arts are supposed to teach ways to overcome or counter fear in order to fight. Sertraline would appear to take care of that problem.<br />
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A book on the short history of emotion suggests that these magic pills gets rid of Stoic and Buddhist teachings and discipline in terms of managing emotions, and of course you have to question the usefulness of psychotherapy given this magic pill deals with these issues. :)<br />
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It is an intriguing question. :) ... more so for me because if soldiers are not provided with sertraline given their line of work, why am I being prescribed sertraline to deal with my anxiety and panic disorders?<br />
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<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-38413221398615594422019-11-12T09:31:00.000+08:002019-11-12T09:31:56.664+08:00The best advice EVER for managing fear, panic, and anxietyI'm working on the conclusion to <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>. Our principal natural response to a threat is fear. Fear and anxiety are similar but different emotions, as I explain in my book. Panic is an extreme version of both fear and anxiety.<br />
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While researching a way of concluding the abovementioned book, I came across Schwartz and Vecchio's 'The basics of survival' in Schwartz, McManus, and Swenton's <i>Tactical Emergency Medicine</i>.<br />
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They explain that the first and most important element of survival is getting control of your thought processes. When perceived threats escalate,<br />
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<blockquote class="tr_bq">
How does one control these feelings of fear and panic? The British SAS recommends sitting down and making a cup of tea. This is a great response. Sitting down will stop one's haste ... Making tea forces one to break the chain of thought, which will continue to escalate toward panic. Once this chain of thought is broken and one's mind can be redirected, the person can later return to the original situation with a controlled and rational thought process.</blockquote>
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Simple, effective. No jargon. No new world metaphysical concepts. Thousands of dollars in psychotherapy boiled down to a cup of tea by the British SAS. It is simply brilliant.<br />
<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-81273826799567645192019-11-01T09:29:00.000+08:002019-11-01T09:29:58.385+08:00Holistic Martial ArtsI'm working on a chapter on stress training which is being increasingly used by the military and law enforcement to better prepare their personnel for operational deployment.<br />
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The first phase of stress exposure training and stress inoculation training is information provision which includes indoctrination where the usefulness of stress training is demonstrated to the trainee.<br />
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This can be achieved by explaining the relationship between stress training and learning to fight.<br />
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McCaughey explains that learning to fight involves the coordination of thinking, feeling, and acting. She also explain how most self-defence empahsise the physical but not the emotional and thinking. Various papers on stress training for the military say the same thing of traditional military training.<br />
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Stress training distinguishes between training and stress training. The way I explain the difference is that training is learning to fire a gun at a target whereas stress training is learning to fire a gun at a target that is firing at you.<br />
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Training = physical. Stress training = mental + emotional. Training + stress training = physical + mental + emotional.<br />
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This is an attempt at adopting a holistic approach to preparing a person to engage in a violent encounter.<br />
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The fighting trilogy also explains our natural response to a threat. The objective of our natural response to a threat is survival. The objective of 'Fight Activities' is to fight. To fight for a variety of reasons, including survival, but to fight nonetheless. They have to develop ways and means to counter our natural response to a threat. The target there is primarily the mental and emotional elements in the fight trilogy.<br />
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LeDoux refers to that as the conflict between evolutionary and cultural agendas. The evolutionary agenda is survival. The cultural agenda of Fight Activities is fight. They develop ways and means to resolve this conflict in agendas in their favour.<br />
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All Fight Activities training, including martial arts training, is at its heart a fight between our natural and learned responses to a threat.John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-35760010476831053512019-09-24T12:25:00.000+08:002019-09-24T12:25:17.564+08:00In response to a comment on post questioning when teaching martial arts became not enough<br />
My previous post was regarding the focus, marketing driven, on fitness when teaching martial arts: 'When did teaching martial arts become not enough?' That focus is exemplified for me with the rebranding of my old school by its new principals from Jan de Jong Self Defence School to Jan de Jong Martial Arts Fitness.<br />
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I am pleased to say that my post attracted a comment from a knowledgeable and thoughtful student of the martial arts. They referred to Kano's <i>Kodokan Judo</i>, a text that needs to be studied rather than just read. Kano was a man and martial artists far ahead of his times, as I demonstrate in my <i>The Science Behind All Fighting Techniques.</i><br />
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The second chapter of <i>Kodokan Judo</i> is titled: 'Principles and Aims of Kodokan Judo.' The first section is titled: 'Judo as Physical Education.'<br />
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What has to be understood is that Kano was on a rescue mission when he developed Kodokan Judo. He studied traditional forms of jujutsu and despaired at the decreasing number of students studying jujutsu. Jujutsu was a Japanese cultural institution that was in danger of being lost to the Japanese people so Kano developed Kodokan Judo to appeal to the Japanese people in order to be a vehicle for them to then become interested in studying the traditional jujutsu.<br />
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One of the main marketing strategies that Kano adopted was to turn the traditional fighting art of jujutsu into a sport, and, a form of physical education. These were marketing strategies to generate interest by the current generation of Japanese so that they would then go on to study traditional jujutsu, the traditional cultural icon of the Japanese.<br />
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Those martial arts schools today who rebadge, rebrand, or focus on physical education, physical fitness, do not have such noble motives. It is purely a cynical marketing exercise to attract new students who are not necessarily interested in studying martial arts per se.<br />
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I will leave you with a comment that I received from a grand child of de Jong regarding this matter: '<span dir="ltr"><span class="_3l3x"><span>I recall someone speaking of a
conversation they had with my grand father who had come from another
martial arts school and asked “why don’t you condition your fighters”
and his response was something to the effect of “why would I condition
my students when the intention is for the fight to go for the shortest
time possible.”' De Jong to a T.</span></span></span><br />
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<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-45296963655186833912019-09-23T13:01:00.001+08:002019-09-23T13:01:30.718+08:00When did teaching martial arts become not enough?When did teaching/learning martial arts become not enough? Is teaching/learning martial arts relevant anymore?<br />
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I am continually seeing fitness appended to martial arts when advertising or promoting one's teachings. My old school, or at least the school that emerged from my old school, rebranded itself from Jan de Jong Self Defence School to Jan de Jong Martial Arts Fitness. The WA Institute of Martial Arts advertises 'Martial Arts Fitness is here.' I just saw another advert/promotion directly coupling martial arts with fitness.<br />
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Is a dojo now also a gym? What is the focus of the teaching, martial arts or fitness? Do you ever see cricket, football, basketball etc directly coupled with fitness? 'Football fitness is here.' 'Netball fitness is here.' You don't see other physically activities desperately trying to establish relevance by appending their activity to fitness. <br />
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If the focus is on fitness, what impact does that have on martial arts teaching?<br />
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Efficiency is a feature of Jigoro Kano's teachings. Efficiency means less effort. The more efficient your tactics and techniques the less effort required to execute them. Does that mean that teachings which teach efficient tactics and techniques are less because they don't focus on fitness which requires more effort?<br />
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I understand the marketing impulse to try and extend the brand from martial arts to the fitness industry given the interest in martial arts appears to be waning. But does extending the brand mean that the brand loses meaning? Or that the product is over extended? Is aikido a means to get fit rather than to learn aikido?<br />
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When I teach, I am only interested in fitness insofar as it contributes to martial arts effectiveness. I am not interested in teaching fitness for the sake of fitness. If you are unfit and effective, it's all good to me. If you want to get fit, for whatever reason, join a gym. Go for a run. Stop driving your car and walk to work or school. <br />
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The two best instructors in the Jan de Jong Self Defence School were Shihan Jan de Jong and Sensei Greg Palmer. Nobody would ever accuse them of being fit, however, they were extremely effective as practitioners and most definitely as teachers. When I wanted to learn martial arts, I'd go to them before any of the other 'fit' instructors.<br />
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John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com2tag:blogger.com,1999:blog-1540643628218431638.post-24914665748520727922019-07-27T10:19:00.003+08:002019-07-27T10:19:40.244+08:00Systemic Approach to Defensive and Offensive Aggression<div class="separator" style="clear: both; text-align: center;">
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Getting toward the completion of <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>. The conclusion <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">ties
up the reading experience for the reader and helps them think about
the bigger implications of the book content, the next steps that they can take, and the lessons that they can learn from what they’ve read. I use systems theory to accomplish those objectives.</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><br /></span>
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<![endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">A
system is a set of related components that work together in a particular
environment to perform whatever functions are required to achieve the system’s
objective. There are four basic elements to a system: input, throughput
(process), output, and feedback. </span></span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">Our natural response to a threat is a system whose objective is survival - the 'survival system.' The survival system is comprised of cognition (appraisal), feeling, physiological arousal, impulses to action, and over behaviour components that are interconnected via feedback loops and which work together to achieve the objective of the system - survival.</span></span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">McCaughey (<i>Real Knockouts</i>, 1997) explains that learning to fight involves the coordination of thinking, feeling, and acting. McCaughey is describing a 'fight system.' The fight system contains the same components as the survival system, however, the objective is to fight. To fight for a variety of reasons but to fight nonetheless. At the very least, the components of the fight system cannot work against the behaviour component (fight) if the objective of the fight system is to be realised.</span></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><br /></span></span>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;"></span></span><br />
An Australian female university student who is a taekwondo black belt with many years experience was sexually assaulted on campus. She explains that she was capable of defending herself because of her extensive martial arts training, however, at the time of the assault she was ‘paralysed with fear.’ An American female <i>judoka </i>who had studied judo for self-defence two hours a day, five days a week, for 2 1/2 years was sexually assaulted, however, ‘she found herself dangerously unprepared for what happened during the actual attack.’ She explains how she had plenty of opportunities to strike back but she did not even scream. ‘Instead, she froze.’ These female martial artists were let down by a systemic failing in their training. <br /><br />McCaughey refers to an instructor who remarked that the biggest problem with self-defence courses is an overemphasis on the physical without the mental and emotional:<br /><br />
<blockquote>
‘There are people who don’t quite understand what they are doing when they teach … and I think part of it is that instructors don’t offer what I call a balance – mental and emotional aspect of human beings combined with physical skills …’ (1997, 110)</blockquote>
<br />
<br />
<br />
The same may be said of most martial arts.<br />
<br />
<br />The first step in remedying this deficiency in martial arts training and that of any activity associated with preparing a person to engage in a violent encounter is in understanding our natural response to a threat.<br />
<br />
Many people use the fight-or-flight concept to explain our natural response to a threat. Unfortunately, most of those that do have a limited and flawed understanding of the concept and the concept itself is limited and flawed.<br />
<br />
Many people also use the stress concept to explain our natural response to a threat. They often follow Bruce Siddle's efforts in <i>Sharpening the Warrior's Sword</i>, whether they know it or not. The stress concept was derived from the fight-or-flight concept and therefore all of the limitations and flaws associated with the fight-or-flight concept in explaining our natural response to a threat are inherent in the stress concept when used for the same purpose. Those limitations and flaws are compounded as stress research focused on the deleterious effects of 'stress' on health, thus further limiting and skewing their interest in our inherited survival mechanism. <br />
<br />
A complete and comprehensive explanation of our natural response to a threat is provided in <i>Fear and Fight</i>. It also enables us to better understand our learned responses to a threat because they are all interventions in the survival system. <br />
John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-3589538285836698212019-05-16T12:20:00.000+08:002019-05-16T12:20:35.810+08:00Police: Head, Heart, & 'Graduation Day'Legendary Australian singer-songwriter John Schumann has penned a new anthem, this time dedicated to our nation’s police. <br /><br />Schumann is most famous for his song written for Vietnam veterans, <i>I Was Only 19</i>. <br /><br />He released a new track, <a href="https://vimeo.com/327417163" target="_blank"><i>Graduation Day</i></a>, a look into the lives of the men and women who hold ‘the thin blue line’.<br />
<br /><i>Graduation Day</i> comes off the back of<a href="https://www.2gb.com/landmark-survey-shines-a-light-on-the-scary-truth-facing-our-first-responders/"> a landmark Beyond Blue report</a> that showed extremely disturbing levels of mental illness among emergency services personnel. <br /><br />Proceeds from the song are being directed to the National Police Foundation to assist police officers and their families who are in need.<br />
<br />
It is a brilliant song, however, a part of the chorus struck a cord with me given my research and writing of a book about understanding our natural and learned responses to a threat. A chapter in that book looks at the separation between passion and reason, emotion and cognition, feeling and thinking, heart and head.<br />
<br />
Chorus #1: 'Head says run, heart says stay.'<br />
<br />
Chorus #2: 'Heart says go, head says stay.'<br />
<br />
Chorus #3: 'Head says run, heart says stay.'<br />
<br />
The essence of courage is commonly described as being the use of willpower to overcome fear.<br />
<br />
Fear is the principal emotion that is evoked in response to a perceived threat and its action tendency is flight.<br />
<br />
'Heart says go' = perceived threat > fear (heart) > flight (go). 'Head says stay' = reason/intellect/cognition (head) > stay = courage.<br />
<br />
I can understand the heart-head explanation of the second chorus, but what of the first and third where the head and heart are telling the officer to do the opposite? Did Schumann make a mistake in these choruses, or is he trying to say something more?<br />
<br />
When I discussed this with my partner, she rounded on me asking why I had to over analyse/over think things and ruin a brilliant song.<br />
<br />
I raised the issue with my 15yo stepdaughter the next morning as I drove her to school. She didn't round on me and actually gave me the answer. It is true that children often see to the heart of things and are not influenced by preconceptions. <br />
<br />
She used an example of an injured child to explain the first chorus ... which is exactly the scenario being sung about before the first chorus. I will take some credit because I often share my work with her as I drive her too and from her various activities.<br />
<br />
The officer cradles the body of a young boy who died in a car crash (injuries are not accidents; injury science mantra; chapter in book #1, <i>The Science Behind All Fighting Techniques</i>). It is a horrible, confronting, traumatic scene and his head is telling him to leave but his compassion tells him to stay. It's a similar scenario for the third chorus. The second chorus is singing about the courage shown by officers in response to life-threat.<br />
<br />
It is a brilliant piece of song writing. An understanding of this nuance illustrates the brilliance, AND, it illustrates the emotional minefield (<i>mind</i>field) that police officers have to traverse. Heart often being stimulated and head being used to control the urges of the heart.<br />
<br />
Listen to the song with a great appreciation of both the song writing and the work our police officers engage in which often have a toll on both mind and body.<br />
<br />
<br />
<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-41952044909806260092019-04-23T09:00:00.000+08:002019-04-23T09:00:52.916+08:00Women's Self-Defence Teachings and Natural Survival BehavioursThis post is an extension of the last post on WSD teaching help-seeking behaviour. Help-seeking behaviour is an instinctive behavioural response to a threat. So why does WSD teach help-seeking behaviour in response to a sexual assault threat?<br />
<br />
One of the possible answer to that question which was proposed in the previous post was that instinctive help-seeking behaviour is an instinctive behavioural response associated with fear. WSD teaches to turn fear into anger in order to fight to avoid rape. Fight being an instinctive behaviour associated with anger. Turning fear into anger may mean that help-seeking behaviour is no longer unconsciously considered or enacted (instinctive) and now needs to be consciously considered to be enacted.<br />
<br />
The main action tendency of fear is flight. Adopting the strategic use of the creation of anger in order to counter fear during a sexual assault, does that mean that WSD also needs to teach consciously considering and enacting flight in addition to help-seeking behaviour?John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-69560443299521466302019-04-10T16:41:00.000+08:002019-04-10T16:41:17.837+08:00Women's Self-Defence and Help-Seeking Behaviour<div class="tr_bq">
This post comes from my drafting of the chapter on women's self-defence in my tentatively titled, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>.</div>
<br />
<blockquote class="tr_bq">
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<![endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US;">Liz
Kelly and Dr. Nicola Sharp-Jeffs (2016) were commissioned by the European
Parliament Policy Department for Citizens’ Rights and Constitutional Affairs to
examine research on the effectiveness of (women’s) self-defence and its place
in policies at European Union and Member State levels. </span></blockquote>
<blockquote>
... After reviewing different forms of WSD, Kelly and Sharp-Jeffs proposed an outline of the minimum standards empowering feminist self-defence should contain: </blockquote>
<br />Two of the minimum standards refer to the strategy of engaging in help-seeking behaviour.<br />
<br />
Help-seeking behaviour has been identified as a natural, instinctive (unconscious), defensive behaviour. Why teach a natural, instinctive, defensive behaviour? It would be like teaching to run away from a threat (aka flight).<br />
<br />
There are possible answers to that question.<br />
<br />
It may be to reinforce a natural, instinctive, defensive behaviour.<br />
<br />
It may be to promote it more toward the front of the 'defensive cascade' that is our natural responses to a threat.<br />
<br />
It may be to refine our natural, instinctive, defensive help-seeking behaviour in which case it is seeking to replace our natural behaviour with a learned behaviour.<br />
<br />
It may be seeking to provide a behavioural option to our natural response to a threat which may be chosen due to the 'latency time' provided by the decoupling of stimulus and response provided by emotion.<br />
<br />
Or it may be because the basic WSD strategy is to turn fear into anger and help-seeking is not a natural instinctive behavioural response associated with anger.<br />
<br />
<br />
<br />
<br />
<br />
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John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-53598344866542944902019-03-25T13:43:00.000+08:002019-03-25T13:43:36.287+08:00Ken Tai Ichi no Kata and The Core of All LearningThe following is a <a href="https://schoolofjandejong.blogspot.com/2019/03/ken-tai-ichi-no-kata-and-core-of-all.html" target="_blank">link</a> to a post on my Shihan Jan de Jong OAM 9th Dan blog where I use Yoseikan's ken tai ichi no kata to discuss the core of all learning which is the second chapter in my The Science Behind All Fighting Techniques.John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-80876990809950092822019-02-28T11:23:00.000+08:002019-02-28T11:23:31.553+08:00Happoken no Kata<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvVY_1XZz33Vv7o2L27dkdY1JaQjn_akiJWJ5H40B5KvEnFKXh2mUJbVZlRNeL5_275yIlK5oTN2CuSEXdykTunf_IgjZDtWPQlAgDRQeAvGUd7EKaM0LjvH5_fnf8UM-xoiKLMXdnodAH/s1600/happoken.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="189" data-original-width="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvVY_1XZz33Vv7o2L27dkdY1JaQjn_akiJWJ5H40B5KvEnFKXh2mUJbVZlRNeL5_275yIlK5oTN2CuSEXdykTunf_IgjZDtWPQlAgDRQeAvGUd7EKaM0LjvH5_fnf8UM-xoiKLMXdnodAH/s1600/happoken.png" /></a></div>
I published a <a href="http://schoolofjandejong.blogspot.com/2019/02/happoken-no-kata.html" target="_blank">post </a>on my The School of Jan de Jong blog which uses the theory presented in my <i>The Science Behind All Fighting Techniques</i> to analyse the Happoken no Kata taught by Jan de Jong jujutsu, Yoseikan Budo, and Yoseikan Aikido.<br />
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The post is an example of the use of theory to gain understanding and insights into practice. It is also an example of the necessity to always question your teacher's instruction, but only when you understand the theory and the instruction does not stack up to the theory.John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-54576474233645052852019-02-17T10:55:00.000+08:002019-02-17T10:55:42.852+08:00The Strategic Use of Shame to Counter Fear and Women's Self-DefencePetersen and Liaras published a paper on the strategic use of emotion to counter fear in war in <i>Journal of Military Ethics</i> 5(4): 317-333. One of their strategic uses of emotion to counter fear in war is the threat of shame.<br />
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Shame and the threat of shame have been used since time immemorial to counter fear in war and to turn flight into fight. Honour, mateship, courage, cowardice, etc. are the mainstays of military strategies to counter fear in war in order to turn flight into fight.<br />
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WSD teaches ways and means to counter fear during a violent encounter, however, they do not use the strategic use of the threat of shame to counter fear during a violent encounter in order to fight because ... a main stay of reputable WSD courses is to emphasise that a sexual assault is not a woman's fault. They are not to blame. Self-blame is a post sexual assault precursor to post traumatic stress, depression, etc. If the woman is not to blame, there can be no shame and therefore the threat of shame is rendered impotent.<br />
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Just an interesting observation when using the core of all learning - the identification of similarities and differences (see my T<i>he Science Behind All Fighting Techniques</i>) - to gain insights into WSD instruction.John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0tag:blogger.com,1999:blog-1540643628218431638.post-27604882976573553682019-02-10T11:30:00.000+08:002019-02-10T11:30:32.789+08:00Why Doesn't Women's Self-Defence Teach Courage?I'm currently working on the first draft of the last chapter in my book, <i>Fear and Fight: Understanding Our Natural and Learned Responses to a Threat</i>. That chapter uses the previous chapter's information on stress training and the discussion on our natural and learned responses to a threat to explore certain aspects of women's self-defence.<br />
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The first thing that always needs to be understood by 'Fight Activities' is why they teach to overcome fear. Fear was selected for in nature because it conferred a survival advantage on an individual. Why then do Fight Activities teach ways and means to overcome fear. It's because survival is not the principal objective of those Fight Activities.<br />
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To survive is to live in spite of danger or hardship. The quintessential laws of nature are: survival, survival, survival.Nature is prepared to tolerate rape in order to survive. WSD is not. Survival is promoted by fear, therefore, WSD teaches ways and means to overcome fear in order to avoid rape.<br />
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The principal strategy taught by WSD to overcome fear is to turn fear into anger. The action tendency of anger is fight. The automatic physiological reaction associated with anger prepares the body to fight and anger decreases our inhibition to aggress.<br />
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The principal strategy taught be the military in order to overcome fear and act on the battlefield is courage. To act in spite of fear. I have found it very interesting that the literature on WSD, including feminist literature, does not mention courage as a means for women to overcome fear if attacked in order to fight.<br />
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WSD teaches to turn fear into anger. It uses ways and means, including forms of exposure, to develop confidence which reduces or negates fear. It uses overlearning so that fight behaviour becomes the instinctive behavioural response to a threat. But there is no mention of courage; of acting in spite of fear.<br />
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Shame and the threat of shame are major ways and means used by the military to overcome fear in order to fight. That tends to lead to anger which, as said above, promotes fight behaviour. WSD do not tend to use the strategic use of shame or the threat of shame in order to overcome fear if attacked in order to fight. Shame is described as a possible outcome of a successful rape and a predictor of PTSD, but it's not used to promote defensive fight behaviour as is the case with the military.<br />
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I just find it interesting to compare the different approaches to overcome fear in order to fight.<br />
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<br />John Coleshttp://www.blogger.com/profile/14634192254115557179noreply@blogger.com0