Daniel+Pham+Research+Project

=__Daniel Pham's Journal__=

__WEEK 3__
First week back at school. Goal for week is to join group.

15/02/2011 - Miss Miller showed us a few video clips about primary and secondary sources, and I was trying to join a group.

16/02/2011 - Created Wiki account and joined Mark and Vin's Group, - Online Gaming =).

18/02/2011 - Change of topic - Martial Arts, and Ali joined our group :).

__WEEK 4__
Weekly Goal - Finish and post survey.

21/02/2011 - Vinh left, I was unhappy, but he wanted to do a different topic. When then brainstormed some questions for Survey Monkey.

22/02/2011 - Made Survey Monkey account, began writting questions.

23/02/2011 - Continued working on survey.

25/02/2011 - Completed Survey and posted in discussions.

__WEEK 5__
28/02/2011 -Looked through few of the referencing tools and websites.

Learnt 5 things you should check on to evaluate how good a web site is:

Who
 * Is there an author identified?
 * What makes him or her an expert?
 * Is the author with a reputable organization?
 * Can you verify the credentials or contact information?

What
 * Is the site intended for a particular audience?
 * What's the point of providing the information?
 * If there is an issue, are both sides presented?
 * Does it provide general or comprehensive information?

Why does it push a specific perspective? advertising? conflict of interest between them and the content?
 * Is the information biased or
 * Does the site contain
 * If there are ads, is there any

When information was published?
 * Is it clear when the
 * When was it last updated?
 * If there are links to other websites, do they work?

How errors or typos?
 * Is the site easy to navigate?
 * Are there obvious signs of
 * Can factual information be verified using other sources?

1/03/2011 - I had a go at Referencing. It was quick and easy to navigate, very useful. Example of using the 'Online Referencing Generator' website. [] 2/03/2011 - Had a look at the concept mapping.

04/03/2011- Started Concept map

__WEEK 6__
Weekly Goal- Complete Concept map.

7/03/2011- Worked on concept map.

8/03/2011- Worked on concept map.

9/03/2011- Finished concept map, but cant work out how to paste onto journal...

11/03/2011- Mr Stav talk to us about the five Capabilties of SACE and told us how our marks were going. Also I'm very happy as we got the Concept Map on webpage.

** Capabilities ** The aim of the SACE is to develop well-rounded, capable young people who can make the most of their potential. The capabilities include the knowledge and skills essential for people to act in effective and successful ways. The five capabilities that have been identified are: · communication · citizenship · personal development · work · Learning. The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. The capabilities are central to Integrated Learning and form the content of the key areas of study. Teachers, in consultation with students, develop a teaching and learning program that focuses on one or more key areas of study. Each key area is based on one of the capabilities, and explored and developed through the guiding questions, which expand the description of each capability. Details of the capabilities and key areas of study are provided in the ‘Content’ section. The capabilities are reflected in the assessment requirements and performance standards of Integrated Learning.

__WEEK 7__
Write out the Guiding Question, and Methods of research.

Mr Stav told us about the Research Report Scaffold, It's very helpful giving us a structure and planning for the research project. Wrote out guiding questions, and Methods of Researching.

=__﻿WEEK 8__=

Mr Stav helped us with advance researching for websites through google. Continuing working on Scaffold. Created a Hypothesis and working on the definition of topic.

=__﻿WEEK 9__= Mr Stav is sick, hope you get well soon. :) Asked Mr Stav if I could place the Scaffold on my wiki page, making it easier to edit. I then let the rest of the class know that we were able to do it and how it was easier.

=__WEEK 10__=

Looked back at the Capabilites, reading through, deciding which capability to use in the research. Week 11 Talked over what tasks we had left to do to finish our research project and were excited about what we were doing in the holidays.

=__‍TERM 2__=

=WEEK 1= Had a conversation with Mrs. Lawless about what we've done so far and what we have left to do. Mrs. Lawless then talked about Research Project in year 12 and gave us advice to narrow down the topic question. We learnt, that if it’s too broad there’s a lot of information and we’d lose track. ‍‍‍ =**‍WEEK 2**= Fixing up scaffolds and chose to present research in a group oral presentation.

=‍‍WEEK 3= We decided to hand up a group folio with our individual work after looking at examples of research project folios from last year.

=‍WEEK 4= Began merging individual scaffolds and tweaked work. Also gave interviews to people involved in martial arts.

=WEEK 5= Analysed interview and used results in project. Then Worked together on power point and scaffolds. = = =WEEK 6= Finalising PowerPoint and putting together group folio. = = =WEEK 7= Groups began presenting their presentations, so we learnt from them ways to improve ours and gave feedback. This continued for the whole week but in spare time we worked on our lines and checking over the power point.

=WEEK 8= We finally preformed our presentation, however Ali was not present due to being at the doctors, I think Mark and did well. We had a few fumbles and trips in paragraphs suppose to be read by Ali as we had not practiced them, teaching us to next time practice and go through all lines incase these circumstance occur again. Collecting and printing things from group members, putting the final pieces into scaffold. We also did peer and self-evaluations along with writing a piece on debona’s 6 hats evaluating our work done over the project. = =


 * Learning **

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The student as learner is central to, and active in, the process of building knowledge and understanding. Students reflect critically on their own thought processes and ways of learning, as well as on various methods of inquiry. They take an active role in making decisions about their learning needs, and try out new ways of learning. In this way students develop self-knowledge and an understanding of how they learn best. =====

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Students are encouraged to use a range of thinking skills and ways of learning. Critical thinking may be involved in learning from others, providing a service, working with a group on a specified task, interacting with a range of people within and outside the school, solving problems, and making decisions. Students explore ideas through discussion and argument. They have the opportunity to be involved in peer and self-assessment in order to develop a better understanding of their own and others’ learning needs. =====

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The emphasis is on a direct application of knowledge and skills to a real-world task, event, learning opportunity, or context. Key components of this practical application are learning from others; actively reflecting on learning and behaviour ; participating in a particular learning context; and/or adapting learning to a variety of circumstances. =====

Integrated Learning provides students with experiences that develop their ability to participate in, and contribute to, the life of the school and the wider community. Students develop their citizenship knowledge and skills by, for example, becoming involved in an aspect of community service and exploring ways in which this involvement develops active citizenship. Students may also explore cultural dimensions in communities and how these form and shape personal, social, and civic identity. In some Integrated Learning programs, students explore political, economic, and legal concepts. Students may also consider what cultural sustainability means in different communities and the roles that factor such as diversity, respect, creativity, and access to resources play in achieving cultural vitality. Students have opportunities to explore their own lives and cultures and to consider how factors such as local community involvement and friendship networks can sustain personal optimism in the face of unsettling contemporary global pressures. Through the strong sense of personal and cultural identity that Integrated Learning encourages, students develop confidence, resilience, and a sense of community, and learn to value their own lives.
 * Citizenship **

How Martial Arts can help people in modern society?
Intro Martial Arts-

The martial arts are both art and science. The word “art" is defined as the activity of creating beautiful things and the word “science" is defined as a methodological activity, discipline, or study". While these two definitions are correct, I prefer the contributions of an anonymous poet: “Art is a passion pursued with discipline science is a discipline pursued with passion". At their most basic level, the martial arts are nothing more than ways to prevent someone from harming or killing you. At their highest aspiration, the martial arts are paths to self-knowledge and the expression of beauty. The martial artist must be both scientist and artist. He must learn the traditions, theories, principles, laws and techniques upon which martial artistry is based. He must then practice them with passion and discipline so as to properly learn and understand what he is doing. Only then can he master himself and the martial arts.

The Trinity Of Martial Arts

There are three aspects of being, which the martial arts aim to develop: Body, Mind and Spirit. These three aspects must be developed in balance for a person to become properly balanced as a martial artist and therefore as a person. The first aspect, Body, is developed through the physical exercises involved in martial arts training. Rigorous physical conditioning exercises lead to increased strength, endurance, flexibility and equilibrium. In addition, repetition of martial arts basic and advanced techniques leads to improved physical ability and fluidity of movement.

The second aspect, Mind, is developed through mental training. Meditation teaches the student to focus his mind and to coordinate his thinking with his movement. It also aids him in his abilities to relax and to concentrate. Mental training also calls for active learning in the way of listening, reading and thinking. Students are not to restrict themselves to learning just about the martial arts, but must learn about history, philosophy, law, science, medicine and any other subject that might have a bearing on the martial arts.

Following the philosophy and ideals of the martial arts develops the third aspect, Spirit. Practice of the martial arts is a pursuit of personal improvement. It is not enough to have a strong mind and body the true martial artist should also strive to be strong in spirit. He should have a goal in life and a firm foundation of beliefs to guide him. The true martial artist is humble but confident, willing to give way to others but unwilling to accept injustice.

By developing all three aspects of the martial arts trinity a martial artist can become a total person and eventually a master. Without equal development of all three aspects, a martial artist will never achieve balance in his life and will never be a true artist.

[]

Petrotta, G n.d., //Philosophy Of Martial Arts//,, accessed 07 March 2011, <[]>.


 * __Research Report Scaffold __**

**__Research Report Scaffold __**

**__INTRODUCTION __**

**Hypothesis – **Studying Martial Arts can benefit troubled youths in various ways throughout life.

**//Definition //**of the topic/subject

The martial arts are ways to prevent someone from harming you but can also be paths to self-knowledge and expressions of beauty.

To research the benefits of studying martial arts relating to youths.

**Guiding questions **

1. Why were Martial Arts created and what are the uses in todays society?

2. How can Martial Arts improve Mental and Physical health?

3. How can the Philosophy behind Martial Arts help troubled youth?

4.  How Martial Arts can Guide youths through life?

**METHODS of Research **

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">1. Speaking with Teacher

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">2. Internet

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">3. Books

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">4. Surveys

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">5. Interviews – personal experiences

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">A **//reason//** for the **//choice of research//**, indicating an appreciation for the significance of the research.

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">I chose Martial Arts for the choice of our research project, because growing up, watching Ninja and karate kid films, I had a deep admiration and interest in Martial Arts giving the research a significant importance to me.

**__<span style="background: #d9d9d9; font-family: 'Arial','sans-serif';">BODY /ANALYSIS __**

**__<span style="background: yellow; font-family: 'Arial','sans-serif';">BODY /ANALYSIS __**

<span style="background: yellow; font-family: 'Arial','sans-serif'; margin-left: 0cm;">3rd Guiding / Can the Philosophy behind Martial Arts help troubled youth?

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Background information

The general philosophy of Martial arts is about developing one’s body, mind and spirit. This can help troubled youths as they learn to be in peace with themselves and develop respect, discipline and self control. Through teaching these and many other values, Martial arts help to focus troubled youths by giving them a new outlook and ways to express themselves. They also increase youths self esteem and teaches them to avoid conflict. From these points the Philosophy of Martial arts can further guide youths throughout life.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">[]

//<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 18px; line-height: 115%;">The Paradox — Teaching Martial Arts to \"Troubled Youth\" //<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 18px; line-height: 115%;">n.d.,, accessed 01 April 2011, <http://www.pe4bodymindspirit.santacruz.k12.ca.us/settingUpProgram/paradox.html>.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Comparison and synthesis of source materials

Common characteristics:

Bias:

Neutral:

Reliability:

Primary or secondary:)

Information:

Usefulness:

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Analysis and evaluation of evidence


 * Method:** Harvard system

Best source: (.....)

Audience:

Why:

Second best source: (....)

Why:

Third best source: (.....)

Audience:

Why:

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">A summary of research

Refer to ‘Background information’ above.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Connection between hypothesis and research

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%; margin-left: 0cm;">The Philosophy behind martial arts can help troubled youths, raising their self esteem

**__<span style="background: yellow; font-family: 'Arial','sans-serif';">BODY /ANALYSIS __**

<span style="background: yellow; font-family: 'Arial','sans-serif'; margin-left: 0cm;">4th Guiding / How Martial Arts can Guide you through life?

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Background information

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal; margin-bottom: 0pt;">Youths and most people can be guided through life from the skills and characteristics developed from studying Martial arts. Learning values of respect and being courteous, encourages youths to help out others by simply holding the door, or lending a hand when someone has dropped something. Developing discipline and self control prepares youths for stressful situations, allowing them to focus, keep calm and make clear decisions. From Martial arts gaining perseverance and a strong spirit gives youths the confidence to stand up for their beliefs and against injustice. These and many other attributes can all guide youths through life.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Comparison and synthesis of source materials


 * Method:** Harvard system

Best source: (.....)

Audience:

Why:

Second best source: (....)

Why:

Third best source: (.....)

Audience:

Why:

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Analysis and evaluation of evidence

Common characteristics:

Bias:

Neutral:

Reliability:

Primary or secondary:)

Information:

Usefulness:

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">A summary of research

Refer to ‘Background information’ above.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Connection between hypothesis and research

**__<span style="background: #d9d9d9; font-family: 'Arial','sans-serif';">OTHER RESEARCH __**

**__<span style="background: #d9d9d9; font-family: 'Arial','sans-serif';">CONCLUSION __**

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Comment on the significance of your research.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: -7.1pt; text-indent: 7.1pt;">Explain trends: similarities and differences in your research.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Explain the extent to which your research supports or fails your hypothesis.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Recognise the limitations of your research.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Suggestions of possible future trends and actions needed.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">Communicate your personal opinion.

<span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; margin-left: 0cm;">750 – 1000 words/ 3 minutes oral/multimodal.

**__<span style="font-family: 'Arial','sans-serif';">BIBLIOGRAPHY/REFERENCE LIST __**

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">Harvard Reference System of all Primary and Secondary resources used in your research.

<span style="font-family: 'Arial','sans-serif'; margin-left: 0cm;">WHS SASLA reference generator on WHS Intranet.

1. //UFC Style Training in Miami & Davie – Mixed Martial Arts (MMA)// n.d.,, accessed 01 April 2011, <http://mixedmartialartsmiami.com/martial-arts-helping-troubled-youth/>.

2. //The Paradox — Teaching Martial Arts to \"Troubled Youth\"// n.d.,, accessed 01 April 2011, <http://www.pe4bodymindspirit.santacruz.k12.ca.us/settingUpProgram/paradox.html>.

3. Shepherd, T n.d., //What a Black Belt Means To Me and How Martial Arts//,, accessed 01 April 2011, <http://www.virginiamartialarts.com/students/BB%20Essays/shepherd.pdf>.

4. Zolley, Posted September 8th, //Martial arts at job interviews//,, accessed 01 April 2011, <http://onlineaikido.com/blog/martial-arts-job-interviews.html>.

// 5. Building Positive Life Skills Through Martial Arts // n.d.,, accessed 01 April 2011, <http://themartialartsreporter.com/building-positive-life-skills-through-martial-arts/>.

6. Petrotta, G n.d., //<span style="color: #333333; font-family: 'Calibri','sans-serif';">Philosophy Of Martial Arts //, , accessed 07 March 2011, < [] >. <span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt;">.