Q4 CLE - Reflections on HS camp: LAKAS

High School Camp: LAKAS

The theme of the HS Camp last January 5-7 is LAKAS or Strength. We need strength to handle the different challenges that come our way. Whether it be challenges in the family, relationship with friends, in our studies, or just to be able to handle the changes that teenagers undergo. We can try to get strength from different sources – from family, friends, music, being alone, etc. However, let us look at the following Scripture verses and find out what they tell us about where we can draw our strength. Write down your reflection for each of the following verses and at the end, give a summary or conclusion about what it says to you about being strong. The Reflection Paper should be at least 3 pages.

S – Set Apart

1 Peter 2:9 – “But YOU are “a chosen race, a royal priesthood, a holy nation, a people for special possession, that YOU should declare abroad the excellencies” of the one that called YOU out of darkness into his wonderful light.”

By accepting Jesus Christ, both Jews and non-Jews became “a chosen race, a royal priesthood, a holy nation, a people for special possession.” They were “chosen” by God as his people, called to be king-priests in association with Jesus, constituting a nation set aside for a holy purpose, and were obtained as the Most High’s own property with the priceless blood of his Son.

This is an outstanding display of mercy! This moves me to imitate Jehovah God’s divine mercy to others. To be merciful is part of spiritual strength.

Part of being merciful is to speak about the “excellencies,” the marvelous deeds, of my heavenly Father.

T – Trust

Hebrews 3:13 – “but keep on exhorting one another each day, as long as it may be called “Today,” for fear any one of YOU should become hardened by the deceptive power of sin.”

If we do not pay close attention to spiritual things, God’s promises may well come to seem unreal. This happened in the first century among Christian congregations. That is why God through the apostle Paul warned the above to them.

Paul’s expression “beware” emphasizes the need to be alert. Danger threatens! A lack of faith—“sin”—might develop in our hearts, and we could draw away from God instead of closer to him. (James 4:8)

Paul reminds us to “keep on exhorting one another.” We need the warmth of brotherly association. “One isolating himself will seek his own selfish longing; against all practical wisdom he will break forth.” (Proverbs 18:1) The need for such association moves Christians today to be regular in attending congregation meetings and conventions. Through this upbuilding association, a Christian can be helped to be strong in these trialsome times.

R – Righteous

Romans 3:23-24 – “For all have sinned and fall short of the glory of God, ²⁴ and it is as a free gift that they are being declared righteous by his undeserved kindness through the release by the ransom [paid] by Christ Jesus.”

Understanding the process of heredity, we can see why we all are imperfect—why all of us sin and die. Adam, the father of all humankind, turned away from God, sinning and damaging himself. 

Having lost perfection, he could not pass it on to his children. Knowing that we all sprang from one father, inheriting imperfection through no fault of our own, should make us more considerate and kind toward one another.

Also, we may receive release from the bondage of sin and death if we will have faith in the ransom sacrifice of Jesus. Through this ransom, the love of Jesus’ Father, Jehovah, was clearly shown. “God recommends his own love to us in that, while we were yet sinners, Christ died for us.” (Romans 5:8)

By gaining knowledge of and applying wisdom on Jehovah’s righteous standards, as written in the Bible, I want to show my love for Jehovah and Jesus. This love gives me strength.
(1 Corinthians 13:13) ¹³ Now, however, these three remain: faith, hope, love; but the greatest of these is love.

O – Open

Proverbs 13:18 – “The one neglecting discipline [comes to] poverty and dishonor, but the one keeping a reproof is the one that is glorified.”

Often young people go to their youthful companions and seek their advice and counsel, ignoring what their parents and older men who are Christians say. Such youths remind one of young King Rehoboam (First Kings, chapter twelve). After the death of his father Solomon, Rehoboam asked for, but then ignored, the advice of the older men who had been advisers and counselors to his father. Rehoboam also went to the young men with whom he grew up and asked their counsel and advice. They offered him bad advice and encouraged him to take a harsh, unkind course of action. 

The result? In following the advice of the younger persons instead of the older men, King Rehoboam lost five-sixths of his kingdom, and he had nothing but sorrow and trouble the rest of his life.

In contrast, I should be open to receive loving discipline from God through my parent and other authorities (at school and in the Christian congregation). I should apply this so I can be strong:

(Proverbs 1:2-9)  ² To learn wisdom and discipline; To understand wise sayings;  ³ To acquire the discipline that gives insight, Righteousness, good judgment, and uprightness;  ⁴ To impart shrewdness to the inexperienced; To give a young man knowledge and thinking ability.  ⁵ A wise person listens and takes in more instruction; A man of understanding acquires skillful direction ⁶ To understand a proverb and a puzzling saying, The words of the wise and their riddles.  ⁷ The fear of Jehovah is the beginning of knowledge. Only fools despise wisdom and discipline.  ⁸ Listen, my son, to the discipline of your father, And do not forsake the instruction of your mother.  ⁹ They are an attractive wreath for your head And a fine ornament for your neck.

N- Never Give Up

1 Corinthians 13:7 – “It [love] bears all things, believes all things, hopes all things, and endures all things.”

Love and trust go hand in hand. Moved by love, Jesus demonstrated a willingness to trust his disciples despite their imperfections. He had confidence in them and believed that at heart they really loved Jehovah and wanted to do His will. Even when they made mistakes, Jesus did not question their motives.

Jesus provided us with a marvelous example in showing love to others. Of all the ways that we can follow him, imitating his love is the most important.

G- God-awe

Philippians 4:13 - For all things I have the strength by virtue of him who imparts power to me.

In the above text, the apostle Paul spoke of spiritual resources that enabled him to be content regardless of material circumstances. Rather than looking to his possessions or his circumstances, Paul looked to God to satisfy his needs. The result was contentment.

Even though the way of Christian integrity is narrow and testing, we do have constant help available. (Matthew 7:13, 14) We can acquire godly power through constant prayer, through a study of God’s Word, and through association with the Christian congregation. (Ephesians 4:11-13; 6:18; Psalm 119:105). 

Q4 CLE - Reflections on Big Fish - FISH February 2015 issue

BIG FISH FEBRUARY ISSUE, FISH

1 February 2015: What evidence do you need to believe in Jesus Christ?

Think about it: All the evidence I need to believe in Jesus Christ is in the Bible.

(John 14:6) Jesus said to him: “I am the way and the truth and the life. No one comes to the Father except through me.

As regards his Father (and my Father, too), Jesus said:

(Luke 10:25-28) ²⁵ Now look! a man versed in the Law stood up to test him and said: “Teacher, what do I need to do to inherit everlasting life?” ²⁶ He said to him: “What is written in the Law? How do you read?” ²⁷ In answer he said: “‘You must love Jehovah your God with your whole heart and with your whole soul and with your whole strength and with your whole mind’ and ‘your neighbor as yourself.’” ²⁸ He said to him: “You answered correctly; keep doing this and you will get life.”

8 February 2015: What gives you stress at the moment? How do you address the stressors in life?

Think about it: As a student, some of the things that give me stress at the moment include preparing for my final quarter examinations and finishing requirements that I need to submit.

I address my stressors in life by thinking about these:

·         Doing these academic work are what I need to go on and move forward in life.

·         I need to have knowledge and wisdom not only to prove that I can achieve things for, to and by myself but also for and to my family.

This kind of stress that I am feeling is OK because I’m still young. I want to do whatever I want, within the boundaries of Jehovah God’s standards and guidelines.

 I need this stress which helps me do things fast.

15 February 2015: A “leper” leper doesn’t necessarily mean he is infected with the disease. “Leprosy” comes in different forms – hunger for love, desire for acceptance, need for an affirmation, etc. Are you a “leper”? Have you come to the great Healer?

Think about it: Yes, sometimes I feel I am a leper but not the same as the ones stated above. I feel like one because I still can’t do what I would like to do. I need to strive harder to do these. For example, I want to teach things from the Bible the way my mother taught them when she was my age. Teaching the Bible to others is one of my priorities in my life.

I also want to help my family achieve a better life in many aspects.

22 February 2015: How easy it is for a man to blame others. How easy it is for a man to blame the Lord for the strong winds and rain. How easy it is for man to put the blame to the government officials for the floods. How easy it is for man to blame their fate. Man often forgets his share of the responsibility in making things better or worse for this planet. Most of the time, man forgets to blame himself.

Think about it: Yes, this is true. Our world wouldn’t be like this if Adam and Eve didn’t blame one another and ultimately, God for the sin the original couple committed.

(Genesis 3:8-13) ⁸ Later they heard the voice of Jehovah God as he was walking in the garden about the breezy part of the day, and the man and his wife hid from the face of Jehovah God among the trees of the garden. ⁹ And Jehovah God kept calling to the man and saying to him: “Where are you?” ¹⁰ Finally he said: “I heard your voice in the garden, but I was afraid because I was naked, so I hid myself.” ¹¹ At that he said: “Who told you that you were naked? Have you eaten from the tree from which I commanded you not to eat?” ¹² The man said: “The woman whom you gave to be with me, she gave me fruit from the tree, so I ate.” ¹³ Jehovah God then said to the woman: “What is this you have done?” The woman replied: “The serpent deceived me, so I ate.”

Q4 MAPEH (Music) - Improvised material ... tune

Please click the link below to watch me playing my own-made pan flute from straws.

http://youtu.be/gFYygMH40-4 

Q4 MAPEH (Health) - Actions for Health, weeks 5 & 6

Do Enrichment Activities – Actions for Health

p. 311 - Consider the following situations then respond to the questions that follow:

a. What can you say about each situation?

b. What would you do in these situations?

c. Using the scientific approach in problem solving with seven steps, how would you solve each of these problems stated above?

d. Why is it important to be aware of your good traits as well as your bad traits?

1.      You are shy, somewhat poor in communicating in English.

This situation is true to many Filipinos. Until I was 6 years old, I spoke mainly English at home, with my mother. From then until now, I can speak above-average English. I feel confident conversing in English, as needed, even with foreigners. However, if I were in the situation, I will strive very hard to build a strong foundation of communication in English. After I have analysed my communication situation, then I will do my best to progress. This would be my goal and I should aim to really reach for it.

2.      You have a classmate who is self-centered. He believes that he is the best in class.

All I can say is this situation is going to be hard! My initial step would be to listen to my classmate first, without making him feel that someone is high or low. Indirectly, I can make him realize that grades alone do not make a person. What is important is the joy in learning and the efforts exerted by each learner.

I will also be brave enough to open up to my classmate.

In spite of the difficulty in the situation, I think it is important to help guide my classmate so he can improve and be happier.

3.      Your cousin, a second year high school student, has no interest in his studies. He only loves to play basketball. His grades are failing.

I can identify with this situation because during my primary years in school, I was also somewhat a stubborn pupil who often played and talked. I lacked focus studying. I would tell my cousin how I was like him then and the regretful consequences I was faced with, including the shame I brought to my mother on a few occasions.

I would talk to him about basketball (which I also like to play) – why does he love the game. Is it the game itself? Or perhaps because of the friends he has in playing? Then we would talk about the benefits of learning now and especially in the future.

4.      You have a classmate who is always scolded by your teacher. The more the teacher calls his attention, the more he becomes a problem in class.

I would advise my classmate to behave – listen to and obey our teacher.

p. 319 – Think about the following situations, then respond to the questions that follow.

A.     Your friend tells you that she has insomnia for the past few days. She thinks that she needs to take sleeping pills so that she can sleep well.

1.      What might be the cause of her insomnia? She might have been used to sleeping late or she has some emotional problems that make her worry a lot.

2.      Why is taking sleeping pills a bad or risky idea? Doing so might result in terrible side effects.

3.      What might you suggest to your friend to do? Talk to her parent/s or to a mature, trusted friend. Read a good book, like the Bible, and sincerely pray to God.

4.      What are the reasons for your actions? I usually do those suggestions when I can’t sleep at night.

B.     You are at your sister’s home where she is celebrating her birthday with a party. At the dinner table, your brother mentions that he is taking barbiturates as prescribed by his doctor. You notice that he has just poured wine into his glass.

1.      What should your concerns be? That drinking wine is not good for someone who is taking barbiturate

2.      To whom would you express your concern? To our parents

3.      How would you feel if you did not say anything? I would regret so much if something bad happens to my brother.

C.     Your classmate tells you that she has problems in school. She says that she feels she can escape from these problems by using depressants.

1.      What problems will your friend encounter if she does take depressants? Her emotions would worsen and might lead her to commit suicide.

2.      What would you say to your friend? I can talk to her about a loving God whose name is Jehovah: (1 John 3:19-20) ¹⁹ By this we will know that we originate with the truth, and we will assure our hearts before him ²⁰ regarding whatever our hearts may condemn us in, because God is greater than our hearts and knows all things.

3.      What are the reasons for your actions? Because I care for her, and God cares more for her.

p. 336 – Consider the following situations. Then, respond to the questions that follow:

A.     The father of your classmate recently had a heart attack. Your classmate tells you her father had began drinking again. She is concerned about how alcohol might be harmful to him.

1.      What suggestions would you give your classmate? I can talk to her about the effects of alcohol on health.

2.      Who do you think might be able to help your classmate? Her mother and others in the family

B.     Your friend invited you to his birthday party held in his home. Punch is served during the party. The celebrant offers you a glass of punch. You have the opportunity to drink it without anyone else knowing.

1.      Would you accept his offer? No.

2.      What are the reasons for your actions? I don’t drink punches and as a Christian Jehovah’s Witness, I don’t attend birthday parties because God does not allow that.

Q4 MAPEH (Arts) - Latin American and African music

Make a two-page report comparing and contrasting the music of Latin America and Africa.

Latin American Music

This refers to music originating from Latin America, namely, Spanish- and Portuguese-speaking countries of the Americas and the Caribbean.

Latin American music also incorporates African music from slaves who were transported to the Americas by Europeans as well as music from indigenous peoples of the Americas.  The first of those encapsulates all music styles generated from Latin countries, such as salsa, merengue, tango, compas, bossa nova and bachata, as well as other styles derived from a more mainstream genre, such as Latin pop, rock, jazz and reggaeton.

Geographically, the music usually refers to the Spanish and Portuguese-speaking regions of Latin America but sometimes includes Francophone countries and territories of the Caribbean and South America as well. The origins of Latin American music begins with Spain and Portugal's colonization of Latin America in the 16th century where the European settlers brought their music from overseas.

Popular styles

·         Nueva canción – This is a movement and genre within Latin American and Iberian folk music, folk-inspired music and socially committed music. It is widely recognized to have played a powerful role in the social upheavals in Portugal, Spain and Latin America during the 1970s and 1980s.

·         Salsa – Based on Cuban music in rhythm, tempo, bass line, riffs and instrumentation, salsa represents an amalgamation of musical styles including rock, jazz and other Latin American (and Puerto Rican) musical traditions. Modern salsa (as it became known worldwide) was forged in the pan-Latin melting pot of New York City in the late 1960s and early 1970s.

·         Tejano – This may be categorized as a blend of country music, rock and R&B born in Texas and performed in both Spanish and English with a variety of cultural influences.

·         Reggaetón – This has become a Latin American phenomenon and is no longer classifiable as a Panamanian (or even a Puerto Rican) genre. It blends the Jamaican musical influences of reggae and dancehall and Trinidadian soca with Latin American music (such as the Puerto Rican bomba and plena) and American hiphop and rap. The music is also combined with rapping, generally in Spanish.

·         Latin ballad – This is very popular in Latin America and Spain, and is characterized by a sensitive rhythm. A descendant of the bolero, it has several variants (such as salsa and cumbia).

African Music

Given the vastness of the continent, the traditional music of Africa is historically ancient, rich and diverse, with the different regions and nations of Africa having distinct musical traditions.

Traditional music in much of the continent is passed down orally (or aurally) and is not written. In Sub-Saharan African music traditions, it also frequently relies heavily on percussion instruments of every variety, including xylophones, drums and tone-producing instruments such as the mbira or "thumb piano."

The music and dance of the African diaspora, formed to varying degrees on African musical traditions, include American music and many Caribbean genres, such as soca, calypso and zouk. Latin American music genres such as the samba, rumba, salsa and other clave (rhythm)-based genres, were also found to varying degrees on the music of enslaved Africans, and have in turn influenced African popular music.

North Africa is the seat of ancient Egypt and Carthage, civilizations with strong ties to the ancient Near East and which influenced the ancient Greek and Roman cultures. Like the musical genres of the Nile Valley and the Horn of Africa, its music has close ties with Middle Eastern music and utilizes similar melodicmodes (maqamat).

North African music has a considerable range, from the music of ancient Egypt to the Berber and the Tuareg music of the desert nomads. The region's art music has for centuries followed the outline of Arabic and Andalusian classical music: its popular contemporary genres include the Algerian Rai.

Influences on African music

Historically, several factors have influenced the tribal music of Africa. The music has been influenced by language, the environment, a variety of cultures, politics and population movement, all of which are intermingled. Each African tribe evolved in a different area of the continent, which means that they ate different foods, faced different weather conditions, and came in contact with different tribes than other societies did. Each tribe moved at different rates and to different places than others, and thus each was influenced by different people and circumstances. Furthermore, each society did not necessarily operate under the same government, which also significantly influenced their music styles.

Sources:
http://en.wikipedia.org/wiki/Latin_American_music
http://en.wikipedia.org/wiki/Music_of_Africa

 

Q4 CLE - Reflections on Big Fish - FISH January 2015 issue

BIG FISH - JANUARY ISSUE, FISH

4 January 2015: How many times have you been like Herod who, because of pride, desire for power and the strong will to be number one, missed the opportunity to know and be saved by the Infant Jesus?

Think about it: On two occasions, I did become like Herod – so proud and egotistical. I thought then that the persons I talked to were not on the same “high” level with me. It felt “good and fun” when I started it but after some time, it wasn’t fun already because that wasn’t the real me. The real me actually wants to be a real friend of Jehovah God, who is so humble: (Psalm 138:6) ⁶ Though Jehovah is high, he takes note of the humble, But the haughty he knows only from a distance.

I am also a person who strives to respect everyone. I don’t want to lose my privilege, together with Jesus Christ, of serving and worshipping Jehovah.

11 January 2015: In what ways in your everyday life do you live the vows of baptism?

Think about it: In every angle of my life, I strive to do that. The vows I did in my baptism as a Christian Jehovah’s Witness helped and is helping me become a better person every day. I made the promise to God before my brothers and sisters-in-faith, my friends and my dear family.

My Christian baptism indicates that I have dedicated my life to Jehovah. In effect, I vowed to him, “I am come to do your will, O God.” Baptism is an appropriate symbol for my dedication. Being immersed in water, then raised up out of it, symbolizes my burial in my past course, and my willingness to do Jehovah’s will, as His servant, forever.

18 January 2015: If man is encouraged to have a childlike faith in order to enter the kingdom of heaven, how have you been used by God to serve as His loving messenger to a child in need?

Think about it: I teach the Bible (stories in it and teachings) to some children, as part of my ministry as a baptized Jehovah’s Witnesses. I do this mission regularly, every weekend.

25 January 2015: Do my actions encourage my peers to believe in God or shun away from the Catholic teachings as they see how I “live my faith”?

Think about it: I am not perfect but Jehovah and Jesus Christ know that I constantly strive to apply Bible principles. The struggle is very hard, but they see my efforts and sincerity to do so.

Q4 MAPEH (PE): Ultimate frisbee

Ultimate Frisbee

Ultimate is a limited-contact team field sport played with a flying disc (frisbee). Points are scored by passing the disc to a teammate in the opposing end zone. Other basic rules are that players must not take steps while holding the disc (maintain a pivot), and interceptions and incomplete passes are turnovers. Rain, wind, or occasionally other adversities can make for a testing match, with rapid turnovers, heightening the pressure of play. A prominent feature of the modern game is the "lay out," a horizontal dive to catch or block the disc.

From its beginnings in the American counterculture of the late 1960s, ultimate has resisted empowering any referee with rule enforcement, instead relying on the sportsmanship of players and invoking the "spirit of the game" to maintain fair play. Players call their own fouls and dispute a foul only when they genuinely believe it did not occur. Playing without referees is the norm for league play, but has been supplanted in club competition by the use of "observers"/"advisers" to help in disputes, and the nascent professional leagues even employ empowered referees.

Rules

Ultimate playing field. The two teams begin at opposite end zones and try to advance the disc to the other end zone. The disc is put into play by one team throwing off to the other team. This throw-off is called the pull. Once in play, the disc may be moved only by passing, so the player holding the disc must stay put (but may pivot on one foot). If a team successfully advances the disc into the end zone, that team scores a point, the teams swap directions, and the team that scored pulls to the other team.

If a pass is incomplete, intercepted, or caught out of bounds, the opposing team immediately gains possession and tries to move the disc in the other direction. Another way to change possession is that the player holding the disc, called the thrower, has a limited time to throw the disc: A defensive player within 10 feet of the thrower may loudly count to 10 (unless counted by the referee), and if the disc is not thrown within 10 seconds, the defense immediately gains possession. This defensive player is called the marker, and the audible count is called the stall count.

Under the professional rules, there are four 10-minute quarters. At the end of four quarters, whoever has the most goals wins. If there is a tie at the end of four quarters, an additional 5-minute overtime (OT) period is played. If there is a still a tie after the OT period, one point is played and whoever scores wins.

The club game is typically played until an end condition is reached, typically a time limit or when one team reaches a certain number of points.

Source: http://en.wikipedia.org/wiki/Ultimate_%28sport%29

Q4 MAPEH (PE): Fencing

Research about two sports that are new to you. Make a report about the positions and duties of the official/s in these sports.

FENCING 

The sport of fencing is fast and athletic, a far cry from the choreographed bouts you see on film or on the stage. Instead of swinging from a chandelier or leaping from balconies, you will see two fencers performing an intense dance on a 6-feet-by-40-feet strip. The movement is so fast the touches are scored electrically.

The Weapons

Foil, épée and sabre are the three weapons used in fencing. While it is not unusual for fencers to compete in all three events, they generally choose to develop their skills in one weapon.

Foil and épée are point-thrusting weapons. Sabre is a point-thrusting as well as a cutting weapon. The target areas differ for the three weapons, though all three are scored electrically.

Foil. The foil has a flexible rectangular blade, approximately 35 inches in length, weighing less than one pound. Points are scored with the tip of the blade and must land within the torso of the body.

Épée. The épée (pronounced "EPP-pay"), the descendant of the dueling sword, is similar in length to the foil, but is heavier, weighing approximately 27 ounces, with a larger guard (to protect the hand from a valid hit) and a much stiffer blade.

Sabre. The sabre is the modern version of the slashing cavalry sword, and is similar in length and weight to the foil. The major difference is that the sabre is a thrusting weapon as well as a cutting weapon (use of the blade). The target area is from the bend of the hips (both front and back), to the top of the head, simulating the cavalry rider on a horse. The sabre fencer's uniform includes a metallic jacket (lamé), which covers the target area to register a valid touch on the scoring machine.

Right-of-Way

One of the most difficult concepts to visualize in foil and sabre fencing is the rule of right-of-way. This rule was established to eliminate apparently simultaneous attacks by two fencers.

In essence, right-of-way is the differentiation of offense and defense, made by the referee. The difference is important only when both the red and green lights go on at the same time in foil and sabre. When this happens, the winner of the point is the one who the referee determined was on offense at the time the lights went on.

Épée does not use the right-of-way in keeping with its dueling origin – he who first gains the touch earns the point. Or, if both fencers hit within 1/25th of a second of each other, both earn a point. However, it is equally important to have a sound defense for épée, since the entire body must be protected from a touch.

How to Follow the Action

For those new to fencing, it is difficult to follow the lightning speed of the fencers' actions. To become more comfortable in watching a fencing bout, focus on one fencer. The fencer being attacked defends himself by use of a parry, a motion used to deflect the opponent's blade, after which the defender can make a riposte, an answering attack. Thus, the two adversaries keep changing between offense and defense. Whenever a hit is made, the referee will stop the bout, describe the actions, and decide whether or not to award a touch.

Fencers seek to maintain a safe distance from each other, that is, out of range of the other's attack. Then, one will try to break this distance to gain the advantage for an attack. At times, a fencer will make a false attack to gauge the types of reactions by the opponent that can be deceived in the real attack.

As you become accustomed to the speed of the game, the tactics and strategies become more apparent, and you will gain a better understanding for the finesse and fascination of fencing!

Officials

There are at least three people involved: two fencers and a referee, formerly called a "Director" or "President of the jury". The referee may be assisted by a jury of two or four line-judges. This was common practice prior to the introduction of electronic scoring. Their function is somewhat similar to that of linesmen in soccer. Their primary job used to be to watch for hits scored.

Consequently, the arrival of the electronic scoring apparatus has rendered them largely redundant. Under current FIE rules, a fencer may ask for two side-judges (one to watch each fencer) if they think that the referee is failing to notice some infringement of the rules on their opponent's part (such as use of the unarmed hand, substitution of the valid target area, breaching the boundary of the piste, etc.).

Source: http://en.wikipedia.org/wiki/Fencing