Extra Blog Post: November

 
The Referee Clinic was held November 16th at Ogdens Judo Club in Bellflower. This clinic was my sensei's first time running a referee clinic. He is a nationally ranked referee, making him one of the top referees. Holding this clinic he taught many of the rules of Judo and how to interpret them in a match. After this 4 hour lesson everyone who attended this clinic took a test to become a local referee. After taking this test at most clinics, would be followed by a in person test, which consist of refereeing a Judo match  in front of a Sensei Gary, or a nationally raked referee. Due to the fact there was no tournament right after nor was there a small local tournament to go to, we came back to the dojo to finish the test. On November 28th.
I do believe I will change my component one to the topic of refereeing. as this will be easier to do, I am also refereeing at the Winter Nationals though I am only a Regional referee. This is because even before I was certified I was refereeing, because other referees noticed my interest in reffing.

EQ

Content

1. Review this. Confirm by stating "I reviewed the rule of three for writing an EQ."

Essential Question
Once a topic is chosen, the student will develop a working essential question. The purpose of the working essential question is to help the student build a strong foundation of research which will allow him or her to create an essential question that encourages depth and rigor in the chosen topic. An essential question must:

Provide a framework for studies (It calls for breadth and depth of research, Is not a yes/no question)
Take a stance (It allows you to argue some point, Cannot be a recitation of facts or a list)
Format (It is specific, The wording makes sense)

2. Review the following EQs and

Tell us if each meets the rule of three.
Tell why they do or don't.

a. What is the most important factor in healthy weight loss?

I believe that they meet the rule of three because this question would be an arguable point for an answer and it provides a good framework for research.
b. What is most important to securing a conviction in a criminal investigation?

This EQ needs to be a bit more specific, to take a side or another, to broad of a topic, that may pertain to multiple topics of study.
c. What is most important in creating a hairstyle that best satisfies a customer?

This is a very well formatted EQ as it makes a lot of sense and the reader can pin point exactly what one would want to answer. As the answer very well is an opinion it allows for a lot of research to go into the question.
d. How can an anesthesiologist best treat chronic pain?
I believe this Eq should also be a little more in depth, because I feel chronic pain is to general, though  arguably it is a good question as one can take an arguable stance on this question allowing a lot of research to go to every answer.

3. Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project. The senior team will be meeting with students shortly for EQ revision and approval; you are expected to bring your research notebook to that meeting with your EQ draft written inside in pencil.

How can the purpose of Judo allow a Judoka better their character following, the purpose of Kano's creation of Judo?

Lesson 1 Reflection

1. Positive Statement

What are you most proud of in your Lesson 1 Presentation and why?
 I am most proud of the fact I had a lot of information to present and talk on. I also like the fact that I was able to set up more than one visual for people to watch while I was presenting.

2. Questions to Consider
a. What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?

AE/P

b. Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I believe that I deserve this grade because I had more than one visual aid for my audience to focus their attention on. I believe I was clear and concise on the information I presented to the class. I also was able to give an exact example from my resource; being able to read a page from a book to explain a scenario better.

3. What worked for you in your Lesson 1?
I believe having the visual representation behind me(the videos playing) was a very good for people to focus on. I've read in a good presentation there should be 3 things for your audience to focus on.

4. (What didn't work) If you had a time machine, what would you have done differently to improve your Lesson 1?
I would have walked around more, talking to the whole class rather than just a section of a class, I felt that I focused on one side more than the other. I might organize my presentation a bit more, though I felt it was pretty organized. 

Extra Blog Post: October

During the West Covina Novice tournament I was a coach, as I was not able to compete, as the tournament was only meant for novis. Novice tournament means that only competitors of white, yellow, orange, and green belt may compete. As I am a brown belt I was not able to compete; leading to one of my sensei's asking me if I wanted to coach. Though I am not certified, he broke a rule here and there for me and just gave me his coaching wrist band that you must have certification and a badge to get. Many of the reffs were bothered that I did not referee because they are all my buddies that I sit and talk with during lunch and after the tournaments.
From this experience I learned that while being a coach, you must be loud; loud enough to be heard over parents cheering for there kids on every mat. You must also be on your toes, having the ability to evaluate the game and understand the other players strengths and weaknesses in a matter of seconds. One must also know there own players strengths and weaknesses, so that during coaching they may tell their player what to do and what not to do.
This also ties into my component one, I plan to get my coaching certificate in December during the winter nationals.

Blog 8:Research and Working EQ

1. What is your working EQ?

How can Judokas apply Judo to more than just the mat?

2. What is a possible answer to your working EQ? Please write the answer in thesis format.
A way Judokas can apply Judo to more than just the mat takes time, time to understand what Judo is, that Judo is much more than just a sport of throwing someone, it is about the respect you have for the person your throwing. The thanks you are giving to someone as your throwing them, for letting you throw them. And the return respecting them enough to allow them to practice their technique on you. In mutual benefit and welfare, moving forward together.

3. What is the most important source you have used that has helped you come up with an answer to your working EQ?

Book: Second Life of Judo

Interviews: With Sensei Gary, Sensei OJ, and Sensei Kostas

Practice(Clinics): Anyone who has something to offer, no matter the age, rank, weight

4. Who is your mentor, or where are you doing mentorship, and how does what you are doing relate to your working EQ?

My mentor is Sensei Gary, along with all the other black belts that help out during class.

I am doing my mentorship at Goltz Judo at Claremont's recreation center.

Practice and helping out the kids class and volunteering in any tournament possible, I am working my hardest to give back to Judo.

Blog 7: Independent Component 1 Approval

Will Be Turned In...
Log of time taken to complete assignment Senior Project Hours spreadsheet.
Evidence of the 30 hours of work (e.g. transcript, essays, tests, art work, photographs) as digital artifacts.
LIA explanation of what you did.

1. Describe in detail what you plan to do for your 30 hours.

I plan to learn how to properly coach judoka's during tournaments. To do this I will need to take a coaching clinic in either November or December. I plan to take it in December because it will be during Winter Nationals, and since I work during Winter Nationals anyways I just get to attended another day, or when ever it happens to be. Though my coach, wants me to coach anyways, this past weekend he showed for his coaching badge and got a wrist band that must be worn during coaching, and just gave it to me so that no one would say anything about me not being a certified coach.

2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

I will document when I am learning to be a coach, or working with my coach on certain skills needed to coach. Especially when I coach for the students. Doing this, I will need to work with some of those I will be coaching to learn their strengths and weaknesses.

3. And explain how what you will be doing will help you explore your topic in more depth.

I will be taking a coaching clinic during the Winter Nationals or if my Sensei's want me to I will take the one in November. I will also be working with my coach, on what he does, what he says, and how he says it to let the player know what to do.

4. Update your Senior Project Hours log.
okay! lol

Extra Blog Post: September

This month my Sensei, OJ had asked my partner and I to go to another club to take pictures doing Judo throws, that then would be put on a t shirt for Winter Nationals. This was a really awesome experience. Not only were Shadi and I able to go to another club to try out there training but we were able to be in an actual judo photo shoot. Were going to be on a t shirt for Winter Nationals. I just found that so awesome. After participating in practice with Discover(name of club we went to), Gary Wagstaf had us take the pictures. Then as we were laughing and having a good time after that he decided to take a few more, these he actually decided to give to us. As my Sensei didn't like any that were taken and said we have to do it again.