Nomenclature

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  1. I honestly think that it is far better to listen to difficult audio sources that are meant for native speakers than to listen to audio sources that are slowed down and use an unnaturally low register. Assuming you've only had two years of instruction, this might be difficult, but—trust me—it will pay dividends come exam time and also greatly expand your ability to actually use the language in real-life (supposedly what IB is about ). In light of this, I would recommend Radio Ambulante, a podcast that is free and available on iTunes. It will be really good for you for a few reasons. First and foremost, the stories that they tell are really interesting and fun to listen to. Whether it be a tense border crossing between Mexico and the U.S., the struggles of a native speaker who doesn't identify as a gender but nevertheless has to affix a gendered ending to adjectives, or a story of men who built airplanes in 1950's Argentina; all the stories are riveting. They cover non-fiction stories from all over Latin America. This means that by listening to different episodes you will be exposed to many different accents and regionalisms. Also, they offer their episodes subtitled in Spanish which is the best way for you to listen if you can't understand it without subtitles. I played this episode for a class a week ago and they really enjoyed it. This is the link to the Youtube video with Spanish subtitles. https://www.youtube.com/watch?v=WgN8f-xAhr4 If you like it there are more videos on http://radioambulante.org Regards
  2. Worst experience? Probably dealing with some unfortunate personal circumstances and grieving while reading Voyage in The Dark and La Literatura Nazi en América; two books that are incredibly depressing (Loved Voyage, Nazi Literature I was more ambivalent towards and my reading experience was horrible). I remember staying up until 4:15 A.M. to finish my History IA. Hitting a wall on the EE where I genuinely didn't feel like I could complete it was't fun, but it was much better than the above. I had realized that IB isn't the end all, be all of life and I also was fortunate to have had some great support from a friend.
  3. Though I'm not a native Spanish speaker, I've been studying it for seven years now. I speak it in real life and tutor in it, so if you'd like me to help, I'd be happy too. Just PM me.
  4. Yes, an EE in history essentially is like a longer IA albeit there are a few differences, but the underlying idea stays the same. There's no decreed sections in the EE, and also OPVL (while still important) naturally seems to take less precedence in the EE. A few things to consider about your topic: Can you read Spanish or Arabic? If the answer is no, then that is something to consider. I don't know about the quantity of documents that fall in the desired time period, are easily available, deal with Spanish-Moorish relations, and have been translated to English but it's something you'd want to know about before embarking on this particular topic. You have such a broad period of time currently that I don't doubt you'll find lots of documents; it's just that the really, really good ones that perfectly prove your thesis might not be available or translated. Which, I might add, is not a complete deal breaker – I wasn't able to gain access to certain documents that I really wanted for my EE and I still turned out fine. Thus, you may have to rely more on secondary sources with this – You'll certainly want to start your preliminary reading with secondary sources; preferably finding a source that argues for Moorish influence as being a prominent factor in Spain's ascendance and another one which doesn't attribute much of Spain's success to Moorish influence (If you find more than two; even better). You juxtapose these two examples of historiography and the launch your investigation integrating primary sources to judge the veracity of secondary sources. Once you read the bibliography for these sources you'll hopefully identify primary sources worth tracking down and using in the essay. This is a pretty typical history EE which analyzes two historiographical viewpoints and then uses primary sources and accepts one historiographical as "correct". Most history EE's have a balance of both primary and secondary sources; some have more secondary than primary and vice versa; it depends on what you're doing and examiners don't have a preferance as long as you maintain focused analysis throughout. In my personal opinion – and I stress this is just my opinion – any historical investigation before the 19th century has additional difficulties that aren't present in investigations of more recent times. Lack of translations, ease of access, etc. all seem to conspire against the essay writer. That's not to say you shouldn't do it, but it's something to be aware of. I'd love to hear someone who has actually written an EE on a topic before the 19th century because I did mine on something in the 1930's so I'm certainly not authoritative on the subject. Lastly, your coordinator should have shared the IB EE criteria with you guys which has the criteria for all subject areas, including, of course, history. In this they talk about what I just said about primary vs. secondary sources and lots of additional stuff along with the rubric that history examiners use.
  5. Expanding on what AmeliaRose said, your thesis as its currently worded has too much of an cultural-anthropological focus. What that means is that you're focusing too much on attributes of culture and trying to "diagnose" the problems of society. This usually leads to essays that are speculative and that make sweeping generalizations. IB History EE moderators do not like students doing these types of essays. For example, a different research question (just an example) such as, "Was Louis XVI of France responsible for provoking revolution or were the issues that caused the French Revolution the legacy of his predecessors" would not have this issue because it deals with concrete actions and recorded events, and not broad and and difficult-to-measure societal attributes. But this research question is too vague for the word limit (it's also not original, but usually making it less vague will make it more original). You will have to decide to either focus on a specific manageable time period, or – and I personally prefer this – you can decide to focus on one particular aspect. P.s. "Bloodthirsty" is a loaded word. Even if you used, "brutal" you would need to briefly provide evidence of why the French Revolution was more brutal than other wars around the same period which might be difficult. Instead, use phrases like "high amount of casualties" that are neutral and easy to find evidence that supports or falsifies the claim.
  6. First off, I'm sorry about the loss of your father. I just wanted to suggest that if you hadn't already you should consider talking to a counsellor or your IB coordinator so that he/she can relay the message to your teachers so that they know the difficulties that you're facing (If you're comfortable sharing that information with your teachers; if not, that's completely understandable too). I know you want to do the exams, but IB also has a policy in place where students can suspend sitting exams in situations like this. You're coordinator should know about this policy, so that's also something to consider.
  7. Sorry, I'm not quite sure if I understand you but I understand that you are enrolled in a CS SL class but you will test as a CS HL student. If that's correct than you should talk to your instructor as he/she is best prepared to at least suggest you some material that should help you cover the difference. I know you said you have a syllabus but I've linked both the HL and SL from the IBO that cover the differences between HL and Sl. SL Syllabus HL Syllabus
  8. Yes, of course. The best thing you can do to learn things in Java (or any programming language for that matter) is use Oracle's (the company who makes Java) Java documentation. Your teacher really should have covered this by now, but that is the primary source for all Java information. They tell you all about built-in methods, correct syntax, what methods actually do, and best practices and thus are extremely useful. Sometimes, as a novice some things can be slightly difficult to understand (but really they do a good job of keeping things simple) but as you use it more and more you will get better at knowing what to look for when you have a problem or need to find something. The second thing I would recommend is that you use Google (or any search engine) when looking up questions. It seems obvious but you would be surprised by how easy it is to use Stack Overflow (a website) and how many questions have already been asked and answered on the web. Chances are if you're asking it, it's already been answered in some form. If not and you try everything, then you can ask your instructor for help (he/she she might now necessarily tell you exactly what to do, but should give hints and clues; the comp. sci is a bit different from other classes with this) or you can ask on Stack Overflow. Again, you aren't cheating if you're asking for someone to explain a concept or how something works with Java - IB wants you to do this. They specifically state that students will learn things while doing the comp. sci IA. Obviously though, you can't have someone write your program for you. If you really get stuck on something or don't have no idea how to do something, feel free to message me and I will try to help.
  9. Plagiarism is generally checked automatically by software that makes many web searches. I assume your friend's not cheating and just worried that examiners would be able to see his perhaps lesser-quality first drafts. He shouldn't worry because the Google Docs file is encrypted and would not be discovered by a plagiarism checker. IB recently did switch to digital and now grades the EE digitally. Two examiners mark EE's separately, and then reconcile any differences of opinion between them.
  10. I'd recommend you be extremely cautious with this topic and make sure that there is a viable historical question that can be answered, and not just an anthropological overview. Otherwise, don't do it. How and to what extent did the Russian minority enrich and influence the cultural development of city of Lodz during 19th and beginning of 20th century? What do you mean by cultural development? I am not familiar with the topic, but if there are no concrete events then I would recommend you don't do it. Additionally, statistics will be hard to find (perhaps a census) but even if you manage to get there it probably won't reveal a lot. Your history IA should revolve around concrete events. That's not to say that your paper wouldn't be interesting, but IB depends on event driven investigations; they don't want vignettes of rustic or quotidian life. I say that as someone who didn't use a concrete event and my examiners marked me down. You have to prove something, and just by their inherent nature cultural changes are hard to solidly prove as being caused by x and can't be quantified or even really measured. Does that make sense?
  11. First off, the Computer Science IA is different from a lot of other IA in that you must solve a concrete problem given by a client. Thus, a map for a game would not be suitable on that grounds. It is also not suitable because a map (if you mean a 3D model world) does not involve coding, just 3D modeling and does not fit under the course syllabus. You should definitely not do a map. You should create a program or multi-page website that solves a problem or a need. You should ideally have a real-life client for whom you are making the app. Do something that you are interested in as that will make it more fun and will likely make you happier when working on it. You should have learned some fundamentals in class by now, use those to make your project. IB wants you to show what you have learned in the course, not something entirely unrelated. Here is a link to the IA rubric for computer science. http://ib.compscihub.net/wp-content/uploads/2016/12/CS13-IB-project-grading-bands.pdf
  12. Are you programming the game and counting it as creativity? If you are just playing a game that you bought that will not be CAS.
  13. Beautiful. You've got the general idea. Best of luck. P.s. As a side note today, we read through some comments that examiners had made about previous Lit Paper 1's and lo and behold the examiners frequently mentioned either that students had used proper terminology for lit. devices or that they had not. I know it's kind of stupid but it is what it is. Your teacher should go over these with you or provide you with a sheet as there actually are a lot and it never hurts to use the most precise term.
  14. Different schools have different coordinators who will (despite IB's best efforts to maintain an exact standard) judge CAS more or less stringently. I see no reason why your magazine wouldn't count. It seems like a great idea. If you have doubts, check with your coordinator in person or by email (or if someone other than your coordinator monitors your CAS check with him/her). I was under the impression that 2018 students and onward have to get CAS pre-approved on ManageBac by your coordinator but I that's just what I've overheard and I don't know anything about that.
  15. Two things: I would slightly change your qualifiers to "Symbolism, diction, and characterization" to use more precise and common terms. Diction means word choice and characterization is of course the narrator's thought-process Second and more importantly you want to talk about the passage's message. Blackcurrant was more clear in emphasizing this than I was and it was something that I really had to learn in my first semester in IB because it was different than some of what I had previously done. You can make the claim that the lit. devices help make the reader sympathize with him and that is definitely valuable in your paper. But in your thesis you want to go even further and talk about what this means for the "theme/message" of the passage. For example, you could say that the theme of the passage is that, "society should be sympathetic towards ostensibly evil individuals." A theme doesn't have to be obvious or spelt out in the text. Some texts are more subtle than other. There should be evidence that supports it but it's ultimately up to you to define. Does that make sense?