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  1. 2 points
    One thing I would add is that doing past papers is a lot less important for Biology than other subjects. It's good to look at them, to have an idea of what might come up and also the data interpretation bits. However Biology is mainly memorising and then regurgitating things. The past papers will mostly be asking you to straight up regurgitate your knowledge. So spending time going through the content is the most important thing.
  2. 2 points
    You would own the book. I don't see why you couldn't do that when the IB is over.
  3. 1 point
    Thank you for your answer. I included sample graphs and tables in my IA the rest is just extra.
  4. 1 point
    If you're just using like word processing functions and aren't into computers, then yea, get a mac. However, if you are even thinking about doing STEM, get a PC. Many programs central to engineering and analytical sciences don't run on macs.
  5. 1 point
    Both definite and indefinite integrals can be used to solve this problem. I prefer the definite integral slightly, because it does not make an arbitrary choice. The indefinite integral ∫ v(t) dt gives the displacement function, which describes the distance from a reference point, as a function of time. An arbitrary, yet useful, decision is to make the displacement function pass through the origin. In other words, we use the location at which brakes were first applied as the reference point. d(t) = ∫ v(t) dt = 11t - (2/5)*t^(5/2) + C, where C is zero. We know that v(t) = 0 when t = 11^(2/3). Plug in this stopping time into d(t) we find that d(11^(2/3)) = 32.6 < 50. It takes the driver 32.6 m to stop, so it is before the stop sign. The definite integral can remove this arbitrary choice. ∫ v(t) dt from t = 0 to t = 11^(2/3) gives the expression d(11^(2/3)) - d(0). This means that when the driver speed changes during t = 0 and t = 11^(2/3), the net displacement is the change in the position of those times. Without defining what C is, we can find ∫ v(t) dt from t = 0 to t = 11^(2/3) = 32.6 < 50. Many other solutions are possible, such as finding t that makes d(t) = 50 and whether it is greater than or less than 11^(2/3).
  6. 1 point
    I keep getting the same question, about how to do well in HL Biology, so thought I should just put it out in a topic. Remember that this is what I am predicted, not sure what the real one is. From what I have seen these are the important points. 1) TRY to like it..and find interest in it. It really helps. If you do like Biology then that’s a bonus! 2) NEVER EVER go to a lesson before you are certain you understand the things covered in the previous one. A main factor of doing bad is keeping things to just gather up on you, and before an exam you struggle to unerstand soo many things when you should be doing past papers. Do whatever it takes to understand something, trust me, it may sound like a pain in the ass but its very important, take a word from me. Having said this, it happens sometimes that you understand something only after you learn another, as it completes each other. However, what I mean is, don’t leave the MAIN CONCEPT not understood! 3) Make good notes that you can go back to anytime. I used to rewrite notes if they are bad and unclear. Having clear good complete notes is an important factor. 4) Read over your notes every now and then. It is really nice to find out that you remember the things when you’re doing the revision, it gives you confidence. On the other hand, if you only touch your notes before an exam, you come to revise and you find that you have forgotten many things, it crushed me in other subjects…so don’t want it happening to you. 5) Ask your teacher anything, I used to ware out my teacher with my questions (yeah I know Aboo ), but it all came out good, so yeah. A good teacher wouldn’t mind any of your questions!  6)You can try reading the topic before you start it, thats is what I used to do. 7) I recommend the OXFORD Study Guide, I found it really useful and very very helpful. So you may want to get that. AND THE MOST IMPORTANT THING EVER: 8) FOLLOW YOUR SYLABUS POINT BY POINT. You can never go wrong with the syllabus. ANYTHING that’s ever going to be asked in the exam is in the syllabus, except for Data Analysis in the SECTION A of PAPER 2. Know the syllabus point by point, it’s vital and you will do good trust me. If you have any question about anything in Biology, SL & HL, you can always ask around here and I promise to answer once I see it. Biology Help thread For last minute people: Why oh why did you leave yourself till the last minute? You have to go through the syllabus even if you have 3 days left. Go through it and at least get a clear idea about them rather than going blank to the exam. For Paper 1, I would only revise 'obj 1 and 2' points, 'obj 3' wont really come up a lot. For Paper 2, you should still be remembering the 'obj 1 and 2' from Paper 1, so concentrate on 'obj 3' points, they are the 6-8 mark questions you get in some questions in section B. Go through past papers even on the night of the exam, it still helps trust me. Some questions are repeated every year (or almost), so you may get lucky and do a question that you'll find in the exam the next day. Once again, if you don't understand something, please ask. I may have missed some of the things, so I will put them down when I remember more. Goodluck to you all!
  7. 1 point
    Deep breath. Good? Ok. I know this is long, but I tried to break things up with the quotations. First things first: great job getting a 5 in English and a 6 in Psych. A 4 in French is also pretty good. While these are not "perfect" grades, I would say you're doing well in these subjects, given that they're not directly related to your intended field of study. As for your STEM subjects, maybe you're pushing yourself too hard. If you keep hammering your brain with extra tutoring and online material, that could lead to burnout. Remember, "study smart, not hard." Pace yourself. After a lesson, take five minutes to be sure that you understand the main ideas. If you don't get something, ask a classmate to explain it to you. If your classmates are getting 35-38 points, then they should be able to pass on their understanding to you. Who knows, maybe they even have good study tips? I think it is very ambitious of you to set your sights on university on the UK, but I must say that international studies aren't everything. I used to think that I would only be successful if I went to the US. I looked towards the Ivies: the costs, the acceptance rates, the SAT. While I could push myself through all of that, would I still be happy? Is a US education worth it? I began researching schools in Canada, and discovered the University of Waterloo's reputation for engineering (my intended field of study). I initially thought that Waterloo was a mediocre school, but as I looked more into things, I realized that Waterloo is perfect for me: they offer co-op programs, they're the largest engineering school in the country, and I wouldn't have to move away in order to study there. So again I ask the question: Is a US UK education worth it? I would say no, because if you're leaving for a "better education" in a different country, you're removing talent from your own country. I get that schools in the UK are very prestigious, but isn't your own country awesome too? Be on team Switzerland, just as I'm on team Canada. I suggest that you find your Waterloo. What I mean by that is the local gem that you may be overlooking, because it doesn't top the QS Rankings list. There's one more thing I have to say about the University of Waterloo: they don't care about IB. They don't have preference for IB kids over "regular" ones. Odds are, there's going to be a school in your country that will have the same policy, and maybe dropping out of some IB classes could be beneficial: you'd get higher grades, and you'd be able to take classes that aren't offered at IB level, so you can specialize or explore other interests. You're going to get into university. If you've made it through the application process to get into IB and made it this far, I know that you're strong enough to go down the path that works for you. There you have it. Feel free to PM me anytime if need be. Good luck! ~DiviDivi
  8. 1 point
    14. Let t be the time for the slower wave takes to reach detector; the faster wave takes t - 15 5(t) = 7.5(t - 15) (distance traveled by both waves is the same). t = 45 5 km/s * 45 s = 225 km 12. Temperature and internal energy are related to average kinetic energy of the molecules (that is, kinetic energy with respect to center of mass). Since only the center of mass is moving, and we are not shaking the container, there is no change in temperature and no change in internal energy. 8. The net force of system = total mass of system * net acceleration Net force is the weight, W. Total mass is M and the mass of the weight, or W/g, and net acceleration is a. W = (M + W / g) * a W (1 - a/g) = Ma W = Ma / (g/g - a/g) W = Mag / (g - a)
  9. 1 point
    Hi Joaquim, Coming up with the topic for your EE is a huge part of the task itself and nobody here can do that for you. However if you come up with ideas yourself and want comments on whether they're good or bad, then we can help you.
  10. 1 point
    I'm just gonna say, thank you very very much. This helped out alot!
  11. 1 point
    Now would be a good time to say I didn't take biology in IB. From my experience in chemistry hl, and given that you probably have five other subjects, you probably don't have time to compile notes, at least not for the entire course. You should first identify your weak points and be sure to review all of them thoroughly. Generally if you can explain the concept once you see a relevant term (eg mitosis vs meiosis), then you don't have to go over it right away and instead focus on the confusing parts. Go back and forth between reading notes/textbook and doing some medium difficulty textbook or exam questions. Your goal should be to go through the whole curriculum once in 10 days, making sure you know the easy stuff and pinpoint the confusing parts. Then spend about 2 weeks learn as much of the unfamiliar material as you can. Personally I tried compiling notes but it's just too time consuming.
  12. 1 point
    I think there are two things you can do immediately: setting goals for short-term and removing distractions. 28/45 is a point on the map, but you need to identify the route. Focus on the task at hand. Confused in math class? A reasonable goal would be to ask teacher after class/school/during lunch on what you were confused about that day. Paper due in 5 days? In the next 2 hours ,find/read through all the research you will need. Think of work as water corroding a rock: it takes persistence and time. Most importantly, it is about turning hard, general goals into easy, specific tasks. Work without use of technology, or restrict use of technology. As weird as it might sound, it is physically possible to write an essay without using the computer. It is physically possible to do homework using just your notes, the textbook, and a calculator. Turn off your phone and computer when doing work. I would recommend starting with 20 minutes of no-distraction work period, following by a 5-minute break. Best of luck!
  13. 1 point
    Hey, I am currently in DP1 doing Maths & Physics HL.... so maybe not the best guy to answer the question. However, I think the best way get ready for your exams is by doing more and more past paper, cuz that's what I did to prepare for my class tests. I also consider the cambridge textbook... but I don't know if it'll help for examination or "IB" exam like questions, but general class test it could be useful. I can suggest you going online and practise from https://revisionvillage.com, there are a lot of useful practises and IB type questions and they are recognized by the IB, so that's something. If u want you can buy the gold version to access their premium topics and practises and even get a revision and prediction pack for the May 2019 exams. Hope it helps! BTW, my calculus HL - basic differentiation assessment is coming this coming Tuesday... u got any advice???
  14. 1 point
    There is no longer any HL Further Math, or even HL Math. The new courses are HL/SL Applications and Interpretations and HL/SL Analysis and Approaches. A/I is stats focused and A/A is functions/calculus focused. There is significant modelling in both, and both courses share about 25% of the same content. If you are thinking of going into engineering, sciences, economics, computer science, then you probably need A/A; otherwise you can take either one. Unless after high school you plan to do something that does not require advanced math at all, eg literature, it's best to take the 1DE so you have options to take either math courses. 1DE keeps more options available. If you apply within Ontario for university, they need at least one of the 4U courses (advanced functions, prob/stats, vector/calculus). While 1D certainly still progresses towards these classes, taking an accelerated 1DE will make a smoother transition to the harder math classes in future years. It has typically been the case that SL is easier than 3U/4U courses and HL is much harder.
  15. 1 point
    Hey! Here are some useful links: For all subjects: https://questionbank.ibo.org/ For math: https://www.khanacademy.org/ For psychology: https://www.thinkib.net/psychology I think this is a good start and they have excellent material and guidance on all assessments and past paper including examples. Hope this helped Good luck!
  16. 1 point
    Hey! That is a very interesting combination. I found this great blog that helps me a lot with HL Chem too. Here's the link: https://www.mrwengibchemistry.com It has videos, topic tests, and other activities. It's awesome! Hope you find it helpful
  17. 1 point
    Okay, lots of questions pop up such as 'what do I need to pass?' or 'will I fail if I get a 2?' and nobody knows all of the exact criteria and conditions so here is a list as published by the IB: The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met:a. Numeric grades have been awarded in all six subjects registered for the IB diploma. b. All CAS requirements have been met.c. Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at least D in one of them.d. There is no grade 1 in any subject.e. There is no grade 2 at higher level.f. There is no more than one grade 2 at standard level.g. Overall, there are no more than three grades 3 or below.h. At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level).i. At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level).j. The final award committee has not judged the candidate to be guilty of malpractice.The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met:a. Numeric grades have been awarded in all six subjects registered for the IB diploma.b. All CAS requirements have been met.c. Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at least D in one of them.d. There is no grade 1 in any subject.e. There is no more than one grade 2 at higher level.f. There are no more than two grades 2 at standard level.g. Overall, there are no more than three grades 3 or below.h. At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level).i At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level).j. The final award committee has not judged the candidate to be guilty of malpractice.Hopefully this list is useful in answering future questions about how many points someone needs, or whether a certain grade will screw them over or not!
  18. 1 point
    For the last few months I've been volunteering at my daughter's high school to help the 12th graders review for the International Baccalaureate (IB) Maths Standard Level Exam in May 2015. In the process I produced these review notes that I thought could be useful to other students preparing for the exam as well. Review Notes for IB Maths Standard Level I'd be grateful if you email me with any mistakes you find so I can correct them. Best of luck on the upcoming exams.
  19. 1 point
    The answer to this question comes down to one thing - who exactly is it that decides what counts for CAS?? Answer: your CAS Co-ordinator! Not the IBO, not people here, not other schools and other CAS Co-ordinators, not your friends or your teachers... the individual person in charge of CAS at your school. You'd be amazed how much this varies between schools - some schools are happy for you to write online blogs and play videogames, whereas other schools would laugh in your face if you suggested those things as CAS. Some of you may even be laughing now - but if you could get CAS for those things, wouldn't you? So, if you want to be really 100% sure that an activity counts for CAS, please always check with this individual. People here might tell you yes or no - and they might be wrong! In which case you might end up doing an activity, think you have your hours and get told they don't count at the last minute, which would be a disaster! And we don't want that to happen to any of you... Feel free to ask questions about what activities you should do and so on, of course - we're not saying you can't ask this kind of question Just please be aware that the answer to whether something counts (unless somebody here happens to go to the same school as you and therefore has the same 'facts' about CAS) isn't necessarily something you can find a 100% bona fide answer to on this forum. All the best! IBS Staff
  20. 1 point
    This question about the Born Haber Cycle is rather confusing, hoping someone can help. ii) Use the data in the following table and from the data booklet to construct the Born-Haber cycle for sodium chloride, NaCl, and determine the lattice enthalpy of NaCl(s). Na(s) + Cl2(g) → NaCl(g) ∆H = –411 kJ mol–1 <---- (I'm assuming this is the enthalpy change for formation) Na(s) → Na(g) ∆H = +108 kJ mol–1 <------ (I'm assuming this is the atomization for Na value) (Note: There is no other information from earlier in this question; this is all that's given) So after using the data booklet, I got the ∆H(ionization energy) for Na, which is +496, then ∆H(electron affinity) for Cl, which is -349. However, I can't complete my cycle as I'm lacking the bond dissociation of Chlorine value from 1/2Cl2(g) to Cl(g). The mark scheme says something like this: lattice enthalpy = –[(–411) – (+108) – (+494) – (+121) – (–364)] = 770 (kJ mol–1) I have the 411,108, 494, 364 (roughly from the new data booklet 349), but I don't have the +121 value. I thought about using the Bond enthalpy value for a Cl-Cl bond, however it's about 200~ so it doesn't come close, not to mention there's only one Chlorine atom the whole time. How do I proceed? Thanks, appreciate any help.
  21. 1 point
    Hey guys, so obviously the paper 1 for the IB history has changed. That much I have down, on tests using that format I'm getting 7/7 almost every time now, but now that I've mastered to some degree the paper 1 I have realized I'm terrible at Paper 3. I was hoping you could share your secrets to paper 3 success, I'll share anything I've found helps, but I really have no idea how to get over a 4/7 on the paper 3 right now. Create a very brief outline (5-8 Minutes) Briefly; Breakdown Question Construct thesis Topics for paragraphs Supporting points Supporting evidence Include Broad, and Specific Examples (Paper 3 Specifically..) (This still confuses me a little and costs me most of my points due to few Specific Examples, but I struggle to correct it.) Use a Basic formula to form you points Point, Example, and Analysis PEAL Point Example Analysis Link Etc.. Represent different perspectives Historiography OPCVL Origin Purpose Content Values & Limitations These are my tips, I hope they help you guys. If you have anything you want to add so I can figure out what I'm doing wrong that would be awesome!
  22. 1 point
    Language and Literature Assessments HL: The Written Task Written Tasks 1 and 2 Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. (20 marks for each task) Each task must be 800–1,000 words in length plus a rationale of 200–300 words. The written tasks form 20% of your grade. A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course. It must show a critical engagement with an aspect of a text or a topic. Written Task 1 on Part Four: Literature and Part Two: Language and Mass Communication Written Task 1 is an opportunity for you to demonstrate understanding and explore issues in language and literature in an imaginative way. “Imaginative” does not necessarily mean creative writing—as with all reading and writing in the Language and Literature course you are expected to demonstrate an intellectual engagement and understanding of the texts studied. The written task offers a more open opportunity to consider different methods for conveying that engagement and understanding. In addition, the written task is a chance to mimic and show your understanding of a form. This may range from a more familiar kind of writing such as an editorial, a blog or a pamphlet to a more creative text such as a pastiche, a poem, or a dramatic script. First and foremost, the written task 1 is not an essay. Beyond this, you will be looking to find an appropriate text type to use as a model. Written task 1 must be between 800 and 1000 words only. Written task 1 must include a rationale. The rationale should be between 200 and 300 words which do not count toward the written task word count. The rationale should explain the nature of the chosen written task including purpose, formal conventions, relationships to aspects of the course and any other pertinent information as to the aims and objectives of the task. There are four criteria used to assess written task 1: Rationale: Does the rationale adequately explain your work for the written task and how it is linked to the course topic? Task and Content: Does the written task convey more substantially developed understanding of the work; is the content appropriate to the task chosen and are the conventions of the text type understood? Organization and argument: Is the structure and organization coherent and sustained? Has the word count been met (two marks will be deducted from tasks that exceed the word count)? Language and style: Is the use of language and style effective and appropriate to the task chosen? As with any assessment task, examiners are looking for a strong understanding of the work or topic and a thoughtful critical engagement. Organized and polished writing is an asset but remember that this is most realized with careful thinking and preparation as well as consciously writing within your own abilities (use your own voice; do not try to sound sophisticated, but be open and honest in your engagement with the text). It is important to consider the most appropriate language for the task chosen (in terms of formality and accessibility), as well as the structure and details as reference points. In regards to the content, remember that the rationale, and by implication the task itself, should make clear the audience and purpose for your written task. For Pre-IB Writing, you will be writing two Written Tasks, one based on our study of advertising, and the other on Literature. Your choice of a task appropriate to the content will be taken into consideration. Possible Written task text types for Language and Mass Communication (Part 2): · An email exchange · An interview · A public health brochure · An opinion column · A letter to the editor · A screenplay for a documentary Possible Written task text types for Literature (Part 4): · An exchange of letters between characters in a literary work articulating their beliefs about and approach to a central problem in the work. · A multimodal digital project that traces and highlights complex narrative trajectories. · An imaginary interview with the author of a literary work regarding its adaptation as a movie. · A critical review of a performance of a text. · An editorial letter objecting to critiques of a work and arguing for its artistic or aesthetic merits. · An additional scene, chapter, or stanza drawing more particular attention to an important aspect of a larger literary work. · A short story exploring a minor character’s view of the main action of a literary text · A diary entry in which a character from a work of fiction reveals their true feelings about another character or any aspects of the action of a literary text · An episode from a literary text rewritten to place the action in another setting As you will be practicing the written tasks of newspaper articles (hard news and feature) and business letters in your English class, for this class you should select two written tasks other than these. Your Language written task should be based on one or more advertisements and your Literature written task should be based on either Of Mice and Men or The Absolute True Diary of a Part-time Indian. Alternatively, for the Literature written task, you could select a text you have read for independent reading and, subject to approval by your teacher, base your written task on that. -- By Elincoln ISM Language and Literature Literature Unit Literature Written Task-Major Assessment This task is potentially one that could be sent to the IB to be externally moderated. There are plenty of important elements to understand to succeed, but it is crucial to know that the choices you make to show your knowledge and understanding will have a big impact on your grade. You are given a great deal of scope to decide how and what to write. Your rationale will explain these decisions and why they demonstrate understanding of the learning outcomes. Task You are to write a written task (800-1000 words) based on a work of literature we studied and provide a rationale (200-300 words). You should also include a cover page with your name, the date, the title of the piece, the text type and the word count for the text type. Getting Started 1. You first need to decide which literary text your written task will be based on. Keep in mind that if you chose to focus on 1984 in a previous written task (even if it was for mass communication and news and media) you may not focus on 1984 for this one. 2. Next you need to identify the following – target audience, theme, purpose and the text type (again, you cannot choose a text type you have already used on a previous written task). 3. Determine what specific kinds of appeals (logos, pathos, ethos) should be used and how they will achieve your purposes for the written task. 4. Think about the response/reaction you expect from your target audience as a result of your written task and how you need to use language to bring about the desired reaction or response. 5. Your 800-1000 words will either use the literary techniques and language style of the literary work it is based on, or it will demonstrate knowledge and understanding of those techniques, so you should identify these literary techniques and devices ahead of time and set out to imitate or explicate them. 6. Your 200-300 word rationale will explain how your written task fits with the audience, context, purpose, genre (text type), and literary text on which it is based. It will also specifically link your written task to the relevant learning outcomes of the language and literature course (listed at the end of this document). Suggested Approaches to the Written Task · An additional episode/scene that takes place before the beginning of a novel/play and provides context for the opening sequence. · An additional episode/scene that takes place after the end of a novel/play and provides some further sense of outcomes for the characters. · Additional scene episode to be added within a novel or play. · A letter from one fictional character to another which reveals a change in the relationship between the two characters. · Diary of a character. · Parody of the original text. · Some text type which would exist in the reality of the play, novel, story, and that is a reflection of the themes and reality of the text. · A series of poems in imitation and faithful to themes, symbols, forms, structure of the original poet. · Using off-stage action or implied action as the basis for additional scenes and episodes. · Rewriting some portion of a play or novel, but altered so as to be faithful to the perspective of one character. · Other ideas as long as you get teacher approval. Additional Text Types You Might Consider Poetic communication Poetic communication involves simulating, inspiring, moving, shocking, entertaining or capturing the imagination of the audience. It is often characterized by literary features such as imagery, rhyme and narrative structure, and has a finer relationship between form and meaning than many other types of communication. In this context, “poetic” should be understood in its broadest sense and refers to literary features rather than the poetic genre. autobiography biography cartoon diary drama essay novel novella parody pastiche poetry short story song lyric series of poems travel writing monologue vignette Mass communication (be sure you do not choose a type you have used for a written task in your Mass communication unit). Mass communication involves informing, persuading or entertaining the audience. It is often meant to be quickly understood and may be characterized by brevity, precision or stereotyped language. It is intended to appeal to a wide audience. advertisement appeal brochure//leaflet editorial interview journalistic review letter to the editor magazine article manifesto news report opinion column speech Professional communication Professional communication involves presenting, analyzing or conveying factual information for a specific target audience. It is often characterized by formality of register, logic, detail and specific terminology. guide letter letter of application police statement medical report report set of instructions/guidelines IB A Language and Literature Assessment Objectives There are four assessment objectives at SL and at HL for the language A: language and literature course. 1. Knowledge and understanding - Demonstrate knowledge and understanding of a range of texts - Demonstrate an understanding of the use of language, structure, technique and style - Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning - Demonstrate an understanding of how different perspectives influence the reading of a text 2. Application and analysis - Demonstrate an ability to choose a text type appropriate to the purpose required - Demonstrate an ability to use terminology relevant to the various text types studied - Demonstrate an ability to analyze the effects of language, structure, technique and style on the reader - Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings - Demonstrate an ability to substantiate and justify ideas with relevant examples 3. Synthesis and evaluation - Demonstrate an ability to compare and contrast the formal elements, content and context of texts - Discuss the different ways in which language and image may be used in a range of texts - Demonstrate an ability to evaluate conflicting viewpoints within and about a text - At HL only: Produce a critical response evaluating some aspects of text, context and meaning 4. Selection and use of appropriate presentation and language skills - Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication - Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations - Demonstrate an ability to discuss and analyze texts in a focused and logical manner - At HL only: Demonstrate an ability to write a balanced, comparative analysis The above assessment objectives are from page 9 of the IB Language A: language and literature guide published February 2011 By Butcherr I just felt like posting since it was somehow deleted from my previous post.
  23. 1 point
    My stance of feminism is pretty much as above. I think there are issues with both genders, and if we are to achieve equality we must act accordingly. I think Emma Watson's HeforShe movement is really positive, her speech on YT at the UN is worth a watch.
  24. 1 point
    Yes, I'm an intersectional feminist, if it abides by its definition of "promoting gender equality". I think there's a shallow portrayal of feminism that comes up a lot in the media, of women being feminist if they punch guys out, wear red lipstick and commit felonies. That's all well and good, sure, but I think real feminism is all women being equal as well, regardless of whether they're homemakers or businesswomen or 'ditzes'. The thing with feminism that's difficult to swallow is the fact that men might need to make changes to their personal lifestyles... there is no such thing as getting "special treatment". Women have been unequal for years; if anything it's men that receive special treatment in society, so really it is a question of equality. I can understand how others might perceive it otherwise if they've been conditioned to believe so.
  25. 1 point
    Never. There is nothing wrong with porn, except in very few cases (CP, "real rape" pornos, necrophilia, etc). The majority of porn is just a bunch of naked people bumping uglies, sometimes without even doing that. There are all kinds of fetishes portrayed, and it is laughable if everyone here claimed they didn't have at least one "deviant" sexual fantasy. This is okay. Most people like watching porn as a recreational thing, while having a ****, looking around because of curiosity, etc. There is nothing wrong with it. However, one of the problems that have risen due to porn is an addiction to it. This is a problem with people, not with porn itself. Do we ban food because there are gluttons? Stop airing TV because lots of kids are destroying their vision by watching it 24/7? No, we try to get the people to stop doing it. That should be the focus here. Watching porn is not a bad habit. Just like having consensual sex is not a bad habit. However, letting it rule your life, affect your life negatively, destroy relationships, etc... That is bad. OP said it clearly shows degrading moral standards and causes problems. What moral standard has it degraded? Showing that its okay for two or more adults to get together and have sex? As opposed to the "high" moral standards of yore, when powerful men had large harems, killed off the women who weren't sexually satisfying anymore, and took young daughters from families to have sex with? Or are you talking about the moral standard where a man has the ability ("right") to sleep with loads of women, while their wives stayed at home, sexually repressed. You are wrong. Porn has shown lots of people that its okay to have sex, to want to have sex and that fetishes are normal. Unless you believe repression is a sign of a high moral standard, porn has NOT degraded any moral standard. I'm a woman, and I think porn is awesome.
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